The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysis

Sarah Pearce

doi:10.1177/14752409211059272

Abstract

With their central position in society as facilitators of information, schools and teachers play a key role in the articulation and embedding of government-driven policy targeted at school-age children; under the British government, this key role extends beyond the borders, to British Schools Overseas. In the last decade, this has been especially prevalent in the dissemination of anti-terrorism rhetoric and policy, created to prevent the radicalisation of students; most recently, this has involved the inclusion of ‘fundamental British values’ (FBV) in policy and curriculum. Using the work of Basil Bernstein and, in particular, the model of transmission context which sits within his theories on pedagogic discourse, this paper analyses the discourse embedded in multiple FBV policies. Through a focus on classification and framing of the discourses embedded in the policies, this paper highlights the transmission of power in these policies, with a focus on language used to convey this power; and conveys an understanding of the positioning, role and ‘responsibilisation’ of British schools, located outside of the United Kingdom, as central to FBV education as well as the solution to terrorism in Britain.

Highlights

Fundamental British values, as defined in education policy, are ‘democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs’ (Department for Education, 2016a: 9)
Acknowledging these concerns, this paper undertakes an analysis, through the lens of the work of Basil Bernstein, of the policy of fundamental British values (FBV) as it is required of British Schools Overseas (BSOs) and the role imposed upon BSOs in promoting FBV
From the turn of the century, fundamental British values have been heralded as the saviour of British society; teaching them, promoting them and embodying them are all seen as the way to ensure a ‘collective identity is forged’ (Ford, 2016: 4)

Summary

Introduction

Fundamental British values, as defined in education policy, are ‘democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs’ (Department for Education, 2016a: 9). It is essential to understand the history and context of the FBV values and how they originally contributed to education policy.

Objectives

Conclusion