Abstract
Since its re-emergence as a political yardstick, by now, fundamental British values (FBV) would be expected to be securely embedded within the fabric of life in English schools.The two pronged policy strategy from the Department of Education (DfE) may be considered as the main contributing factor for raising such expectations as the requirement to actively promote FBV became part of being a teacher (DfE, 2011), and, later, post the Trojan Horse affair (THA), in making FBV the centre piece of spiritual, moral, social and cultural development (SMSC). Thus, it becomes significant for us all to examine in-depth the issues related to teaching and learning. The chapter will examine, as background, the historical development of nebulous FBV to demonstrate the origins being outside educational discourse; namely in counter-terrorism. As part of this, a critical analysis of the Prevent agenda will be undertaken and the implications of both of these on the educational sector considered. A section of the chapter will present a descriptive analysis of the notions of FBV and deliberate their controversial nature to assist engagement with the social, cultural, ethical and pedagogical issues related to teaching the primary curriculum.
Published Version
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