Pedagogical injustice and counter-terrorist education

Abstract

This article addresses the way in which the securitisation of education, effected through initiatives in counter-terrorism such as Prevent, leads to what I call ‘pedagogical injustice’ for students and teachers. It analyses the implications of the pre-crime agenda in the space of the classroom and draws upon literature on epistemic injustice, communicative injustice and institutional prejudice to explain why bringing counter-terrorist legislation into education undermines the educational endeavour. It argues that by re-framing the Prevent agenda in the language of therapy, resilience and well-being, indicators guiding its implementation that might otherwise be seen as illegitimate or even illegal forms of profiling are given credence in the spheres of education and other domains which demand pastoral care from professionals. By targeting ideas instead of focusing on violence, Prevent undermines educators. Foucault describes this kind of blurring of discourses as ubuesque and examines the veneer of legitimacy given when professionals engage in discourses and practices beyond their specific expertise. This new figure is the counter-terrorist educator operating between the spheres of security, psychology and education. To contest this image of education and outline the dangers of this approach, we turn to Arendt’s writings on education and her commitment to ‘training the imagination to go visiting’.