We're not British values teachers are we?" Muslim teachers' subjectivity and the governmentality of unease This paper is a critical investigation of a group of 8 Muslim religious education (RE) teachers' views of fundamental British values in education (FBV). Findings demonstrate that as teachers of multicultural RE, they experience dissonance accommodating the requirements of FBV, and are critical of its divisive effects upon their students. They are able to reclaim some professional agency through their problematization of FBV and reinterpretation of its requirements through the pluralistic discourse of RE. Drawing from Foucault's analysis of power, we argue that the teachers' views reveal that FBV is a disciplinary discourse, acting upon teacher and student bodies as a classificatory and social sorting instrument, which we conceptualise as an expression of the 'governmentality of unease'. We conclude that further empirical research is required to critically examine how teachers are enacting this policy to assess how FBV continues to shape the education environment and the student and teacher subjects of its discourse. This paper offers a critical examination of the views of 8 Muslim teachers of RE on fundamental British values (FBV). FBV were introduced into the new teachers' standards in 2012 which set out the professional duties of teachers and the minimum baseline requirements for teachers' practice and conduct (DfE, 2013). The standards included the requirement to uphold public trust by "not undermining fundamental British values" (DfE, 2013, 14). Notably, FBV were not defined by educationalists, nor were they agreed upon through a process of democratic debate, rather, the definition was taken directly from the controversial Prevent strategy, a key element of Contest, the UK government's counter terrorism programme, which states that, "Extremism is vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs" (HM Government, 2011, 107).
