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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.
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.
This timely collection focuses on domestic and international
education research on race and ethnicity. As co-conveners of the
British Education Research Associations (BERA) Special Education
Group on Race and Ethnicity (2010-2013), Race and Lander are
advocates for the promotion of race and ethnicity within education.
With its unique structure and organisation of empirical material,
this volume collates contributions from global specialists and
fresh new voices to bring cutting-edge research and findings to a
multi-disciplinary marker which includes education, sociology and
political studies. The aim of this book is to promote and advocate
a range of contemporary issues related to race, ethnicity and
inclusion in relation to pedagogy, teaching and learning.
This timely collection focuses on domestic and international
education research on race and ethnicity. As co-conveners of the
British Education Research Associations (BERA) Special Education
Group on Race and Ethnicity (2010-2013), Race and Lander are
advocates for the promotion of race and ethnicity within education.
With its unique structure and organisation of empirical material,
this volume collates contributions from global specialists and
fresh new voices to bring cutting-edge research and findings to a
multi-disciplinary marker which includes education, sociology and
political studies. The aim of this book is to promote and advocate
a range of contemporary issues related to race, ethnicity and
inclusion in relation to pedagogy, teaching and learning.
Most classrooms contain children from a variety of backgrounds,
where home culture, religious beliefs and the family's economic
situation all impact on achievement. This needs to be recognised by
teachers in order to establish fair, respectful, trusting and
constructive relationships with children and their families, which
will allow every child to reach their full potential. This book
looks at real issues that affect teachers in the classroom, and
examines a variety of influences affecting child development. It
provides you with the theoretical and practical information you
need to ensure you understand the complex factors which affect the
children in your care, and it encourages good, thoughtful teaching.
Dealing with some of the less widely addressed aspects of diversity
and inclusion, the book considers: - children who are asylum
seekers - the notion of 'pupil voice' - what diversity and equality
mean in practice - gender and achievement - looked-after children -
social class - disability - ethnicity and whiteness This book is
essential reading for any education student looking at diversity
and inclusion, and for teachers in role looking for advice on how
to meet the professional standards.
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