Fundamental British Values and citizenship education: tensions between national and global perspectives

Starkey, Hugh

doi:10.1080/04353684.2018.1434420

Cited by 38 publications

(25 citation statements)

References 33 publications

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“…I suggest that debates on developing the often amorphous area of citizenship education have now become imprinted with the mandatory requirements of the Prevent duty and FBV, and that the implications of this subtle shift, are as yet unclear. As noted above, CE itself has long been a contested curriculum area with a liminal status in many schools (Starkey 2017). My data shows a limited space for discussion and debate with pupils about the values themselves or of broader contemporary political and social issues that might include engagement with the FBV.…”

Section: Limited Engagementmentioning

confidence: 80%

Cohesion, citizenship and coherence: schools’ responses to the British values policy

Vincent¹

2018

British Journal of Sociology of Education

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In this paper I explore how teachers respond to the requirement to promote 'fundamental British values' (FBV) to their pupils. I offer a preliminary analysis of data drawn from interviews with teachers and (mostly lesson) observations in schools. I argue that first the policy cannot be understood without a consideration of the multi-layered context in which it is being enacted in schools. Second, I locate the policy to promote FBV as a liberal nationalist one and consider some of the problematic issues that arise from this philosophy. Third, I turn to schools and teachers to consider their reactions and responses. I conclude that teachers and schools in my research often did attempt to neutralize potentially exclusionary readings of the policy, and were effective in absorbing the requirement to promote British values. However, I cast doubt on the policy's ability to meet its aims and also raise concerns about the limited amount of time given to pupils' engagement with the values.

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Section: Limited Engagementmentioning

confidence: 80%

Cohesion, citizenship and coherence: schools’ responses to the British values policy

Vincent¹

2018

British Journal of Sociology of Education

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“…When talking of coexistence, cooperation and participation, we are referring to the concept of education for the sake and benefit of citizenship, in principle regarded as something unique to the citizens of each country. This notion has currently evolved, and citizenship is regarded as something global, worldwide and cosmopolitan (Starkey, 2018;UNESCO, 2015). Teaching no longer draws from a nationalist feeling, but from the point of view of citizens who coexist in a globalized world.…”

Section: Pedagogical Building Of New Citizenship In a Global Contextmentioning

confidence: 99%

Refugees: a new intercultural education for global citizenship

Parejo¹,

Requies²,

González-Pedraza³

2020

REIFOP

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Migration has traditionally encompassed the concepts of emigration and immigration. Emigration was the action of leaving a country to go to another one and immigration was entering a different country. However, the negative connotations acquired by the latter term over the years, largely owing to the media, has led to the spread and simple use of migration. Immigration has become a synonym of invasion, abuse of identity documents, mafias, unemployment, violence, crime, drugs, illegality, cultural deviation, religious fanatism and intolerance, backwardness, etc., while the term migration refers to leaving one's place of origin, either temporarily or permanently, for reasons related to work, family or any other motivation that influences quality of life. Drawing from this idea, this article provides an analysis and theoretical discussion on the origin and evolution of migration movements and their effects on host countries, specifically focusing on the case of Spain, refugees' situation and how the area of education should respond to fight the growing wave of racism and xenophobia in current western multicultural societies, so that a new global citizenship that is more inclusive and diverse can be built. Refugiados: una nueva educación intercultural para una ciudadanía global Resumen Tradicionalmente, la migración ha englobado los conceptos de emigración e inmigración. La emigración era el acto de salir de un país para dirigirte a otro y la inmigración la entrada en otro país. Sin embargo, la connotación negativa que ha adquirido este segundo término a lo José Luis Parejo--Llanos, Inés Ruiz--Requies y Ainoa González--Pedraza 114 Revista Electrónica Interuniversitaria de Formación del Profesorado (REIFOP) largo de los años, en gran parte debido a los medios de comunicación, ha provocado que se generalice y se hable únicamente de migración. La inmigración se ha convertido en sinónimo de invasión, de abuso de los papeles identificatorios, con las mafias, de desempleo, de violencia, de crimen, de drogas, de ilegalidad, de desviación cultural, de fanatismo e intolerancia religiosa, de atraso, etc. Mientras que el término migración se refiere a toda persona que abandona su lugar de origen, de manera temporal o permanente, por motivos laborales, familiares o de cualquier otra índole, que influyan en su calidad de vida. Partiendo de esta idea, este artículo realiza un análisis y discusión teórica sobre el origen y evolución de los movimientos migratorios y sus efectos en los países de acogida, centrándonos, en el caso de España, en la situación de los refugiados y la respuesta que desde el ámbito educativo ha de darse para combatir la creciente ola de racismo y xenofobia presente en las sociedades occidentales multiculturales y la configuración de una nueva ciudadanía global, más inclusiva y diversa. Palabras claveRefugiados; programas interculturales; ciudadanía; diversidad.

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“…ded Alanyazında vatandaşlık eğitimi ve değerler ile ilgili alanyazın incelendiğinde ise; değerler ve küresel vatandaşlık (Kan, 2009), vatandaşlık değeri olarak yurtseverlik (Ersoy ve Öztürk, 2015), vatandaşlık ve demokrasi öğretim programında değerler (Tünkler, Tarman ve Güven, 2016), Türkiye ve Singapur'da vatandaşlık eğitiminde değerler (Yaşaroğlu, 2013), küresel vatandaşlık ve değerlerin etki boyutu (Topkaya ve Coşkun, 2016), Avrupa Birliği'nde ve Türkiye'de vatandaşlık (Uğurlu, 2011), vatandaşlık eğitiminde ahlak ve karakter eğitimi (Althof and Berkowitz, 2006), vatandaşlık eğitiminde ahlakın yeri (Gates, 2006), vatandaşlığın ahlaki kökleri (Carr, 2006), İngiliz değerleri ve vatandaşlık eğitimi (Starkey, 2018) Dokümanları Anlama: Her iki ülke programında değerler karşılaştırmalı olarak araştırma alt problemleri doğrultusunda incelenmiştir.…”

Section: Amaç Ve öNemunclassified

Comparison of Values in Citizenship Education: Turkey and France

Bektaş

Zabun

2019

Değerler Eğitimi Dergisi

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Bu araştırmada Türkiye İnsan Hakları, Yurttaşlık ve Demokrasi Dersi Öğretim Programı ile Fransa Vatandaşlık ve Ahlak Eğitimi Programı'nda kazanımlarda yer alan değer türleri ve ilişkili olduğu içerik bağlamında karşılaştırılması amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden biri olan doküman incelemesi yöntemi kullanılmıştır. Elde edilen verilerin çözümlenmesinde içerik analizinden yararlanılmıştır. Araştırma sonucunda her iki ülke vatandaşlık eğitimi programında en fazla demokratik değerlere yer verildiği, bunu Türkiye programında sosyal değerlerin, Fransa programında vatandaşlık değerlerinin izlediği, Fransa programında arkadaşlık, dostluk, sevgi, aile birliğine önem verme ve sabır değerlerine ilişkin kazanımların ise yer almadığı tespit edilmiştir. Ayrıca Fransa programında "duyarlılık" değerinin kapsamlı bir şekilde ele alındığı, Türkiye programında "sorumluluk" ve "bireysel haklara" ilişkin kazanımların daha fazla olduğu, Fransa programında en fazla "adalet", Türkiye programında en fazla "özgürlük" değerine yer verildiği görülmüştür. En alt sırada olan değerler ise, Türkiye programında "laiklik", Fransa programında ise"kardeşlik"tir. Türkiye ve Fransa vatandaşlık eğitimi programlarında değer türleri ile ilişkili kazanımların içeriklerinde ise benzer ve farklı konular tespit edilmiştir.

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Fundamental British Values and citizenship education: tensions between national and global perspectives

Cited by 38 publications

References 33 publications

Cohesion, citizenship and coherence: schools’ responses to the British values policy

Cohesion, citizenship and coherence: schools’ responses to the British values policy

Refugees: a new intercultural education for global citizenship

Comparison of Values in Citizenship Education: Turkey and France

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