Fundamental British Values

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Fundamental British Values by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781351601047
Publisher: Taylor and Francis Publication: May 17, 2019
Imprint: Routledge Language: English
Author:
ISBN: 9781351601047
Publisher: Taylor and Francis
Publication: May 17, 2019
Imprint: Routledge
Language: English

This book seeks to investigate how the pedagogic space of schools and classrooms has been defined by the UK government’s counter-terrorism ‘Prevent’ strategy, most notably through the requirement on teachers not to undermine ‘fundamental British values’ as part of the Teachers Professional Standards. The term ‘fundamental British values’ migrated from Prevent to the statutory framework that regulates teacher professionalism and has effectively securitized education practice. The Prevent strategy was conceived in response to the 7/7 bombings in London by so-called ‘home-grown’ Muslim terrorists. The need for teachers to promote British values is an attempt to forge a cohesive British identity among young citizens within a multiracial, multicultural and multilingual society. However, as the chapters in this book illustrate, the state project to harness education to engender belonging – or as some would argue, civic nationalism – whilst simultaneously undertaking surveillance of children and young people from the Muslim community for signs of radicalization, has led to the perception of a hierarchy of citizens or, conversely, ‘insider-outsider’ citizens.

The imperative to promote, and not undermine, fundamental British values has, in some instances, transformed the safe space of the classroom where children and young people’s right to explore their perceptions of current affairs, citizenship and belonging has been curtailed for fear of surveillance by teachers who may interpret their utterances as either undermining British values or to be signs of radicalization. This book explores these dilemmas for teachers and the implications for their professionalism, and examines how racist nativism has pervaded society, educational policy and practice through the promotion of a Britishness perceived by many as a raced, classed and exclusionary discourse. This book was originally published as a special issue of the Journal of Education for Teaching.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book seeks to investigate how the pedagogic space of schools and classrooms has been defined by the UK government’s counter-terrorism ‘Prevent’ strategy, most notably through the requirement on teachers not to undermine ‘fundamental British values’ as part of the Teachers Professional Standards. The term ‘fundamental British values’ migrated from Prevent to the statutory framework that regulates teacher professionalism and has effectively securitized education practice. The Prevent strategy was conceived in response to the 7/7 bombings in London by so-called ‘home-grown’ Muslim terrorists. The need for teachers to promote British values is an attempt to forge a cohesive British identity among young citizens within a multiracial, multicultural and multilingual society. However, as the chapters in this book illustrate, the state project to harness education to engender belonging – or as some would argue, civic nationalism – whilst simultaneously undertaking surveillance of children and young people from the Muslim community for signs of radicalization, has led to the perception of a hierarchy of citizens or, conversely, ‘insider-outsider’ citizens.

The imperative to promote, and not undermine, fundamental British values has, in some instances, transformed the safe space of the classroom where children and young people’s right to explore their perceptions of current affairs, citizenship and belonging has been curtailed for fear of surveillance by teachers who may interpret their utterances as either undermining British values or to be signs of radicalization. This book explores these dilemmas for teachers and the implications for their professionalism, and examines how racist nativism has pervaded society, educational policy and practice through the promotion of a Britishness perceived by many as a raced, classed and exclusionary discourse. This book was originally published as a special issue of the Journal of Education for Teaching.

More books from Taylor and Francis

Cover of the book Colloquial Spanish of Latin America by
Cover of the book Human Conditions by
Cover of the book Cooperative Peacekeeping in Africa by
Cover of the book Revolutionary Egypt by
Cover of the book Understanding Popular Culture by
Cover of the book Science and Religion in Neo-Victorian Novels by
Cover of the book Pinhole Photography by
Cover of the book Pacific Identities and Well-Being by
Cover of the book Toys, Games, and Media by
Cover of the book Academic Life and Labour in the New University by
Cover of the book Corporate Social Performance in Emerging Markets by
Cover of the book Situated Learning by
Cover of the book Growing Minds by
Cover of the book Class by
Cover of the book Mitford's Japan by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy