To promote, or not to promote fundamental British values? Teachers' standards, diversity and teacher education

TY - JOUR

T1 - To promote, or not to promote fundamental British values? Teachers' standards, diversity and teacher education

AU - Elton-Chalcraft, Sally

AU - Lander, Vini

AU - Revell, Lynn

AU - Warner, Diane

AU - Whitworth, Linda

N1 - Deposit requirement met by Edge Hill (employing HEI at time of acceptance and publication). Deposited 6 September 2016.

PY - 2017/2/3

Y1 - 2017/2/3

N2 - 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 unrecognized by most teachers. © 2016, British Educational Research Association. The attached document (embargoed until 03/11/2018) is an author produced version of a paper published in the British Education Research Journal uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at the link below. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

AB - 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 unrecognized by most teachers. © 2016, British Educational Research Association. The attached document (embargoed until 03/11/2018) is an author produced version of a paper published in the British Education Research Journal uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at the link below. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

U2 - 10.1002/berj.3253

DO - 10.1002/berj.3253

M3 - Article

SN - 1469-3518

VL - 43

SP - 29

EP - 48

JO - British Educational Research Journal

JF - British Educational Research Journal

IS - 1

ER -