Researching Education in Multicultural London

Abstract

This chapter outlines features of educational, urban and critical ethnography, arts-based educational research (ABER), as well as critical race methodology (CRM) and critical pedagogy that influenced my research on the teaching and learning of Britishness. These methodological approaches value participant voice and empowerment, and encourage social justice and social change. The empirical data presented in this book was collected from two separate research studies involving two educational settings and mixed methods: (i) a questionnaire survey of trainee teachers of Art in an Educational Studies department at a London university who reflected upon the Fundamental British Values teaching requirement, and (ii) an ethnographic arts-based educational research in a London school with Art teachers and two GCSE classes who explored Britishness.