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Books > Social sciences > Education > Teaching skills & techniques
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Fundamental British Values (Hardcover)
Loot Price: R3,968
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Fundamental British Values (Hardcover)
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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.
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