The politics of Britishness: multiculturalism, schooling and social cohesion

Abstract

This paper is set against a backdrop of contemporary concerns about Britishness. It explores the dominant view that unprecedented levels of cultural diversity within western contexts such as the UK are undermining social cohesion and are attributable to minority groups' failure to connect or assimilate with mainstream 'British' (read White Anglo) culture. The paper focuses on how these issues play out for several of the key teachers at 'Hamilton Court', a large English comprehensive multicultural school. Despite the school being a socially cohesive space, these teachers were concerned with students' lack of affiliation with 'British' culture. The paper examines these concerns through critical lenses that problematise reductionist and racialised understandings of Britishness and assumptions that associate an affiliation with Britishness with generating social cohesion. Against this backdrop, the paper provides further warrant for continued critical discussion about issues of Britishness, multiculturalism and schooling. teachers, consistent with Ms L's remarks, were concerned with students' lack of affiliation with 'British' culture. It is not contended here that such lack of affiliation is unproblematic-the paper supports the imperative of promoting a national identity around a shared vision of what it might mean to be British. However, it also supports and reiterates the ongoing significance of problematising narrow, fixed and racialised views of national identity and assumptions that associate an affiliation with Britishness with generating social cohesion and conversely, a lack of affiliation with Britishness with generating social conflict. Contemporary anxieties about national identity within public and education discourse are impacting on how teachers understand and approach issues of Britishness, especially in school contexts where there are high levels of ethnic minority diversity (Osler, 2011). Against this backdrop, the paper provides further warrant for continued critical discussion about these matters.

To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education

“…However, the teaching of Britishness is problematic for many pupils (Maylor, ) and teachers (Keddie, ). Some teachers are uncomfortable with the political project implied in a Britishness agenda (Jerome & Clemitshaw, ) and others conceptualise it as an area best approached as a controversial issue (Hand & Pearce, ).…”

Social Interactions among Multi-Ethnic Students

“…This is made possible; as a surrounding that contains a multi-ethnic composition would render exposure and greater opportunities to build relationships among the different ethnic groups (Howes & Wu, 1990;Lee, Howes & Chamberlain, 2007;Ramiah, et al, 2013;Keddie, 2014). In the context of this study, the students were in multi-ethnic secondary schools and this will help to nurture positive interaction among them.…”

Social and emotional learning schemes as tools of cultural imperialism: a manifestation of the national and international child well-being agenda?

“…Mosakowski's (2004) concept of 'cultural intelligence' may provide a useful framework to establish more pluralist realisations of SEL. Although many teachers fear the consequences of discussing contentious issues in the classroom (Keddie, 2014) and often feel under-prepared to engage critically with difference (Bhopal and Rhamie, 2014), by adopting a more agonistic (Mouffe, 2005) approach to teachingone that utilises conflict and disagreement as a stimulus for learning -schools and staff may be better positioned to operationalise SEL as a means to develop all children's social and emotional skills.…”

“…As such, the advocation of 'democracy', the 'rule of law', 'individual liberty' and 'mutual respect and tolerance of those with different faiths and beliefs' now forms part of all pupils' schooling in Britain. With SEL schemes such a SEAL now languishing in government archives, and with a demand that British values are promoted in a 'muscular way' (Cameron, 2014), schools and their practitioners should be aware of the criticisms levied at this current approach to children's spiritual, moral, social and cultural development, that label it assimilationist (Keddie, 2014), anti-Muslim (Lander, 2016) and an exercise to reinforce white privilege (Elton-Chalcraft, Lander, Revel, Warner and Whitworth, 2017). Bearing in mind the utilisation of SEL in schools reported in this article, it wouldn't be too fanciful to anticipate similar manifestations in the promotion of fundamental British values.…”