This book investigates how schools have been defined by the state-mandated requirement on teachers to promote `fundamental British values¿. It was originally published as a special issue of the Journal of Education for Teaching.
This book investigates how schools have been defined by the state-mandated requirement on teachers to promote `fundamental British values¿. It was originally published as a special issue of the Journal of Education for Teaching.
Vini Lander is Professor in Education and Head of Research in the Faculty of Education at Edge Hill University, UK. Her passion for teaching about race equality arose from her childhood experiences as an immigrant to Britain. As a teacher and teacher educator, she is committed to improving professional understanding of race and racism in education. The persistence of race inequality has been the driving force behind her commitment to educate teachers to think beyond the status quo that may perpetuate these inequalities. Her dedication to promoting race equality and her long-held belief that teachers can make a difference underpins her teaching and research.
Inhaltsangabe
Foreword Introduction to Fundamental British Values 1. `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 2. Britishness as racist nativism: a case of the unnamed `other 3. `I d worry about how to teach it : British values in English classrooms 4. Towards an overlapping consensus: Muslim teachers views on fundamental British values 5. Calibrating fundamental British values: how head teachers are approaching appraisal in the light of the Teachers Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015 6. A place for fundamental (British) values in teacher education in Northern Ireland?
Foreword Introduction to Fundamental British Values 1. `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 2. Britishness as racist nativism: a case of the unnamed `other 3. `I d worry about how to teach it : British values in English classrooms 4. Towards an overlapping consensus: Muslim teachers views on fundamental British values 5. Calibrating fundamental British values: how head teachers are approaching appraisal in the light of the Teachers Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015 6. A place for fundamental (British) values in teacher education in Northern Ireland?
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