'Fundamental British Values' – origins, controversy, ways forward: A symposium

Richardson, Robin; Bolloten, Bill

doi:10.18546/ret.32.3.03

Cited by 8 publications

(7 citation statements)

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“…The phrase 'fundamental British values' (FBVs) first appeared in a Home Office command paper on the anti-terrorist Prevent strategy (Richardson and Bolloten, 2014).…”

Section: Citizenship and Security Agendasmentioning

confidence: 99%

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

Starkey¹

2018

Geografiska Annaler: Series B, Human Geography

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“…The phrase 'fundamental British values' (FBVs) first appeared in a Home Office command paper on the anti-terrorist Prevent strategy (Richardson and Bolloten, 2014).…”

Section: Citizenship and Security Agendasmentioning

confidence: 99%

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

Starkey¹

2018

Geografiska Annaler: Series B, Human Geography

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“…In the wake of the 2001 riots and the 7/7 London bombing, there was much talk of 'British values' and this has now been re-energised following the Trojan Horse affair. Now, all state schools are required to promote 'fundamental British values' (Richardson and Bolloten, 2014), but defining what is 'British' about such values is highly problematic, even before Britain's controversial past and present world role is considered. For Davies:…”

Section: Educating Against Extremismmentioning

confidence: 99%

Youth, terrorism and education: Britain’s Prevent programme

Thomas

2016

International Journal of Lifelong Education

110

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“…One commentator satirises the proposals with an article headed 'Jesus Would Have Been Done for Extremism under This Government' (Fraser, 2015). Moreover, the specific identification of generic democratic or human rights values with a particular nationality has been criticised on a variety of grounds (e.g., Richardson & Bolloten, 2015), especially in view of its association by some politicians with a simplistic view of multiculturalism (see section 7 above, 'Representing Religious and Cultural Plurality').…”

Section: Extremism and Education About Religions: Discussionmentioning

confidence: 99%

Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe

Jackson

2016

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This article outlines some issues in incorporating the study of religions, together with non-religious world views, into the curricula of publicly funded schools in Western democratic states. Attention is given to examples from work on this topic conducted within Signposts is designed to assist policy makers and practitioners in interpreting and applying ideas from the 2008 Recommendation from the Committee of Ministers (the Foreign Ministers of the 47 member states) dealing with education about religions and non-religious convictions. Various issues raised by the Signposts document are considered. Towards the end of the article, recent UK and Council of Europe policies which emphasise the study of religions and beliefs as a means to counter extremism, and which have appeared since the publication of Signposts, are summarised and discussed critically. Attention is drawn to the dangers of certain policies, and also to the plurality of aims which studies of religions and non-religious world views need to have in providing a balanced educational programme.

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'Fundamental British Values' – origins, controversy, ways forward: A symposium

Cited by 8 publications

References 0 publications

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

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

Youth, terrorism and education: Britain’s Prevent programme

Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe

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