“We’re not British values teachers are we?”: Muslim teachers’ subjectivity and the governmentality of unease

TY - JOUR

T1 - “We’re not British values teachers are we?”: Muslim teachers’ subjectivity and the governmentality of unease

AU - Farrell, Francis

AU - Lander, Vini

N1 - Deposit requirement met by Edge Hill (author's previous employing HEI). Deposited 2 February 2018.

PY - 2018/2/23

Y1 - 2018/2/23

N2 - This paper is a critical investigation of a group of 8 Muslim religious education (RE) teachers’ views of the promotion of fundamental British values (FBV). Drawing from Foucault’s analysis of power this paper conceptualizes FBV as a biopolitical technology operating to protect dominant interests through the construction of docile teacher bodies as the instruments and subjects of its disciplinary discourse. In this analysis the bio-politics of securitism replace multicultural pluralism as the neoliberal state reconfigures its role through the domestic ‘war on terror’ in education. Findings demonstrate that the teachers experience dissonance between the contradictory demands of FBV and their role as teachers of pluralistic RE, but are able to resist and reclaim professional agency through their problematization of FBV and the alternative discourse of RE which exceeds the normative boundaries of FBV.© 2018, Taylor & Francis. The attached document (embargoed until 23/08/2019) is an author produced version of a paper published in Educational Review 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 - This paper is a critical investigation of a group of 8 Muslim religious education (RE) teachers’ views of the promotion of fundamental British values (FBV). Drawing from Foucault’s analysis of power this paper conceptualizes FBV as a biopolitical technology operating to protect dominant interests through the construction of docile teacher bodies as the instruments and subjects of its disciplinary discourse. In this analysis the bio-politics of securitism replace multicultural pluralism as the neoliberal state reconfigures its role through the domestic ‘war on terror’ in education. Findings demonstrate that the teachers experience dissonance between the contradictory demands of FBV and their role as teachers of pluralistic RE, but are able to resist and reclaim professional agency through their problematization of FBV and the alternative discourse of RE which exceeds the normative boundaries of FBV.© 2018, Taylor & Francis. The attached document (embargoed until 23/08/2019) is an author produced version of a paper published in Educational Review 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.

KW - Fundamental British values, Muslim teachers

U2 - 10.1080/00131911.2018.1438369

DO - 10.1080/00131911.2018.1438369

M3 - Article

SN - 0013-1911

VL - 71

SP - 466

EP - 482

JO - Educational Review

JF - Educational Review

IS - 4

ER -