To Promote, or Not to Promote Fundamental British Values? Teachers' Standards, Diversity and Teacher Education

Autor/inn/en	Elton-Chalcraft, Sally; Lander, Vini; Revell, Lynn; Warner, Diane; Whitworth, Linda
Titel	To Promote, or Not to Promote Fundamental British Values? Teachers' Standards, Diversity and Teacher Education
Quelle	In: British Educational Research Journal, 43 (2017) 1, S.29-48 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3253
Schlagwörter	Foreign Countries; Nationalism; Values; Standards; Politics of Education; Legislation; Teacher Role; Terrorism; Observation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Nationalismus; Wertbegriff; Standard; Educational policy; Bildungspolitik; Gesetzgebungslehre; Lehrerrolle; Terrorismus; Beobachtung
Abstract	In this article we seek to problematize the presence of the requirement within the teachers' standards (DfE, 2012), that they "should not undermine fundamental British values" in the context of initial teacher education in England. The inclusion of this statement within the teachers' code of conduct has made its way from the counter-terrorism strategy, Prevent, and raises questions about Britishness, values and the relationship between the state and the profession more generally. We argue that the inclusion of the phrase within a statutory document that regulates the profession is de facto a politicization of the profession by the state thereby instilling the expectation that teachers are state instruments of surveillance. The absence of any wider debate around the inclusion of the statement is also problematic as is the lack of training for pre-service and inservice teachers since it means this concept of fundamental British values is unchallenged and its insidious racialising implications are unrecognised by most teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01