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The UK Counter-Terrorism and Security Act (2015), introduced ‘Prevent-Duty', whereby school teachers are required to identify and report pupils vulnerable to radicalisation. This research, drawing on Social Representations Theory aims to investigate the social representation process of how 'radicalisation' is understood and focuses on UK school teachers' perception of radicalisation and what factors influence their judgement on identifying vulnerable children. It involves: (i)Thematic Analysis of interviews of school teachers and Prevent trainers; (ii)British Newspaper analysis of representation of radicalisation; (iii)Qualitative analysis of how school teachers accept or negotiate government directives like Prevent-Duty and (iv)Quantitative analysis of how teachers' risk perception, political ideology and concept of radicalisation can influence teachers' concept of radicalisation. It aims to establish that the process of identification is not as prescriptive as presented by the government but depends on many factors: how it is presented by government; media representation; individual political ideologies and levels of risk-perception.
I am a social psychologist and a researcher. I am interested in how social identities are formed, negotiated, and contested; the process of knowledge production of abstract concepts such as 'radicalization'; and how power relations shape knowledge. I have taught at Kingston University Psychology for 3 years.
During the pandemic, I have published two Covid-19 research which focused on the social representation of the pandemic by Brazilians and South-Asians living in the UK. I have presented papers at various conferences, e.g., Ph.D. seminars at Gothenburg University, Sweden (2019); ISPP annual conferences (2019 at Lisbon; 2020 and 2021 virtually); and various conferences at the BPS platform. I am BPS Committee Member (Wessex Branch) and actively participate in organizing various seminars and events. I have also reviewed articles for publication in peer review journals.
Hanson K, O'Dwyer E, Chaudhuri S, Silva Souza LG, Vandrevala T. (2021). Mitigating the identity and health threat of COVID-19: Perspectives of middle-class South Asians living in the UK. Journal of Health Psychology. doi:10.1177/13591053211027626
Silva Souza, L.G; O'Dwyer, E; Coutinho, S. M. S; Chaudhuri, S; Rocha, L. L; Pessanha de Souza; L (2021). Social Representations and Ideology: Theories of Common Sense About COVID-19 Among Middle-Class Brazilians and Their Ideological Implication. Journal of Social and Political Psychology, 2021, Vol. 9(1), 105–122, https://doi.org/10.5964/jspp.6069
Chaudhuri, S. (2020). How to Identify Pupils Vulnerable to Radicalisation. Medium. https://polpsyispp.medium.com/how-to-identify-pupils-vulnerable-to-radicalisation-74caf422d921
Chaudhuri, S. (2019). The French Burkini Debate: Can Choice of Clothes Define Social Identity? Retrieved 29 November 2020, from https://arden.ac.uk/knowledge-base/subject-areas/psychology-sociology/french-burkini-debate-can-choice-clothes-define-social-identity.
Hanson, Kristin, O'Dwyer, Emma, Chaudhuri, Sharmistha, Silva Souza, Luiz Gustavo and Vandrevala, Tushna (2021) Mitigating the identity and health threat of COVID-19 : perspectives of middle-class South Asians living in the UK. Journal of Health Psychology, ISSN (print) 1359-1053 (Epub Ahead of Print)