Abstract
Learning and Teaching British Values: Policies and perspectives on British identities, by Sadia Habib
Highlights
Sadia Habib’s book Learning and Teaching British Values: Policies and perspectives on British identities is an insightful nosedive into how art education has the capacity to challenge the hegemonic and exclusionary identities that might be promoted under schools’ duty to uphold British values
She offers a critique of teaching British values in schools, while examining how critical pedagogies are adopted to co-create knowledge between teacher and student, to unpick the ‘British’ element of values teaching
The book seems to take on two areas of analysis: pupils’ artwork derived from an identity project taught using critical pedagogies (Freire, 2000), and teacher conceptions of British values teaching
Summary
Sadia Habib’s book Learning and Teaching British Values: Policies and perspectives on British identities is an insightful nosedive into how art education has the capacity to challenge the hegemonic and exclusionary identities that might be promoted under schools’ duty to uphold British values. Research far has been critical of this move towards ‘fundamental British values’ and Habib’s book contributes to this burgeoning field. She offers a critique of teaching British values in schools, while examining how critical pedagogies are adopted to co-create knowledge between teacher and student, to unpick the ‘British’ element of values teaching.
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