Calibrating fundamental British values

how head teachers are approaching appraisal in the light of the Teachers’ Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015

Lynn Revell, Hazel Bryan

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

In requiring that teachers should ‘not undermine fundamental British values (FBV)’, a phrase originally articulated in the Home Office counter-terrorism document, Prevent, the Teachers’ Standards has brought into focus the nature of teacher professionalism. Teachers in England are now required to promote FBV within and outside school, and, since the publication of the Counter Terrorism and Security Act of 2015 and the White Paper ‘Educational Excellence Everywhere’, are required to prevent pupils from being drawn towards radicalisation. School practices in relation to the promotion of British values are now subject to OfSTED inspection under the Common Inspection Framework of 2015. The research presented here considers the policy and purpose of appraisal in such new times, and engages with 48 school leaders from across the education sector to reveal issues in emerging appraisal practices. Zygmunt Bauman’s concept of Liquid Modernity is used to fully understand the issues and dilemmas that are emerging in new times and argue that fear and ‘impermanence’ are key characteristics of the way school leaders engage with FBV.

Original languageEnglish
Pages (from-to)341-353
Number of pages13
JournalJournal of Education for Teaching
Volume42
Issue number3
Early online date25 May 2016
DOIs
Publication statusPublished - 26 May 2016
Externally publishedYes

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terrorism
act
teacher
school
Values
leader
radicalization
modernity
pupil
promotion
anxiety
education
time

Cite this

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