‘Why all of a sudden do we need to teach fundamental British values?’ A critical investigation of religious education student teacher positioning within a policy discourse of discipline and control

Farrell, Francis

doi:10.4324/9781315105413-2

Cited by 13 publications

(22 citation statements)

References 1 publication

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“…In contrast, a number of scholars have emphasized that the civic construction of Britishness as encountered in British values policies generates process of ethnic exclusion particularly in relation to the Muslim community (Arthur, 2016;Farrell, 2016;Smith, 2016). Four main reasons have been given.…”

Section: The Dimensions: Global and Nationalmentioning

confidence: 99%

“…Other researchers emphasize how the media and the public discourse have created a disjoint between Islam and Western Values being the latest necessarily associated with a "muscular assertion of Britishness" (Smith, 2016, p. 303). Finally, British values is understood in relation to neoliberal principles in which the role of teachers is the education of what is perceived to be the norm and the surveillance of those who do not conform to this norm (Farrell, 2016).…”

Section: The Dimensions: Global and Nationalmentioning

confidence: 99%

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Policy and Research on Citizenship Education in the United Kingdom (1998–2018)

Sant

Álvarez‐Hevia

2019

Handbook of Research on Education for Participative Citizenship and Global Prosperity

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This chapter explores citizenship education in the United Kingdom with a particular focus on the major policy and research trends of the last 20 years (1998-2018), particularly in relation to school and non-school based citizenship education. This discussion is articulated in relation to dimensions (i.e., global and national), approaches (i.e., character, social justice, and democratic education), and spaces. The last section of this chapter illuminates some key issues for citizenship education in the UK and how these can help us to understand what might happen everywhere else.

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Section: The Dimensions: Global and Nationalmentioning

confidence: 99%

Section: The Dimensions: Global and Nationalmentioning

confidence: 99%

Policy and Research on Citizenship Education in the United Kingdom (1998–2018)

Sant

Álvarez‐Hevia

2019

Handbook of Research on Education for Participative Citizenship and Global Prosperity

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“…Maylor (2016) found that some teachers held 'uninformed views' about specific ethnic groups 'which could be regarded as racist' (p. 324), whilst Keddie (2014) remarked on the 'prevailing reductionist and racialised constructions of Britishness' held by some teachers in her case study school. Several researchers discovered that teachers lacked in-depth knowledge of their students' cultural backgrounds and did not recognise the complexity, multiplicity and provisionality of their students' identities (Rhamie, Bhopal and Bhatti 2012;Farrell 2016). Revell et al (2016) found a minority of teachers in their study fearful of engaging with BV policy beyond the banal, being wary of being accused of presenting an unbalanced perspective in relation to political views (p. 352).…”

Section: Origins Of British Values Curriculum Policy In Schoolsmentioning

confidence: 99%

The Psy-Security-Curriculum ensemble: British Values curriculum policy in English schools

Winter

Mills

2018

Journal of Education Policy

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Framed as being in response to terrorist attacks and concerns about religious bias in some English schools, 'British Values' (BV) curriculum policy forms part of the British Government's Counter-Terrorism and Security Act, 2015. This includes a Duty on teachers in England to actively promote British Values to deter students from radicalisation. This paper, first, traces the history of Britishness in the curriculum to reveal a prevalence of nationalistic, colonial values. Next, an ensemble of recent policies and speeches focusing on British Values is analysed, using a psycho-political approach informed by anti-colonial scholarship. Finally, we interrogate two key critiques of the British Values curriculum discourse: the universality of British Values globally, and concerns over the securitisation of education. Findings indicate that the constitution of white British supremacist subjectivities operate through curriculum as a defence mechanism against perceived threats to white privilege, by normalising a racialised state-controlled social order. The focus is on 'British' values, but the analytic framework and findings have wider global significance.

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“…Exploring the status and implementation of Fundamental British Values (FBV) in ECEC practice contexts is central to this study. The ECEC sector was brought within the scope of the government's counter-terrorism strategy (Anonymous, 2015) and practitioners working within registered early years childcare provision are constituted, in the same way as teachers in schools, as subjects of counter-terrorism policy (Farrell, 2016). The Prevent Duty statutory guidance stated that failure to promote FBV in ECEC provision may lead to local authorities withdrawing early education funding (HMG, 2015).…”

Section: Fundamental British Values -A Critical Perspectivementioning

confidence: 99%

“…Similarly Farrell (2016), in an analysis of FBV, concluded that teachers are required to 'be surveilled in the truth game of Britishness' (14). Although practitioners were clear about the rationale for the displays that made an explicit public commitment to FBV this appeared to obscure any reflection on the way values are communicated through the material environment (Johansson et al 2016) or the impact such displays may have in the ECEC provision.…”

Section: The 'British' In Fbv Is Problematic and Complexmentioning

confidence: 99%

How do practitioners in early years provision promote Fundamental British Values?

Robson

2018

International Journal of Early Years Education

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In 2015 the United Kingdom government harnessed early childhood education and care (ECEC) providers to its anti-terrorism strategy by placing them within the scope of the Counter Terrorism and Security Act 2015 (Great Britain Parliament, 2015). They became subject to the 'Prevent Duty' which requires them to have due regard to prevent people from being drawn into terrorism. However, the promotion of Fundamental British Values (FBV), as a specific measure to prevent young children being drawn into terrorism, has raised questions about the role of the ECEC sector as an instrument of counter terrorism policy. This paper analyses the ways in which early childhood practitioners mediated the requirement to promote FBV through their pedagogical practice. Although practitioners are commissioned to mediate specific values formulated in the political arena (Eirnarsdottir et al, 2015) their response was complex and multi layered. Whilst a public display of compliance to FBV was performative (Butler, 1997) values education was an everyday pedagogical practice unconstrained by the instituted definitions of FBV. Practitioners deployed a contextual moral pedagogy (Basourakos, 1999) where children construct understandings of moral values and practices characterised by rich democratic dialogues.

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‘Why all of a sudden do we need to teach fundamental British values?’ A critical investigation of religious education student teacher positioning within a policy discourse of discipline and control

Cited by 13 publications

References 1 publication

Policy and Research on Citizenship Education in the United Kingdom (1998–2018)

Policy and Research on Citizenship Education in the United Kingdom (1998–2018)

The Psy-Security-Curriculum ensemble: British Values curriculum policy in English schools

How do practitioners in early years provision promote Fundamental British Values?

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