Towards an overlapping consensus: Muslim teachers’ views on fundamental British values

The Psy-Security-Curriculum ensemble: British Values curriculum policy in English schools

“…The citizenship curriculum in England (DfE 2002) appeared to offer a prime opportunity to re-vitalise anti-racist curriculum values and challenge universalising trends, but instead dampened critique and promoted citizen-domestication (Shain 2013). Whilst many researchers (Pangwani 2016;Farrell 2016;Maylor 2016;Keddie 2014) argue for anti-racist curriculum and teacher education policy reform, at the same time, school funding cuts, excessive teacher workloads, pressures to raise grades and to comply with Ofsted and Teachers' Standards create major pre-occupations for teachers, deflecting attention from values education around controversial political issues (Elton-Chalcraft et al 2016).…”

How do practitioners in early years provision promote Fundamental British Values?

“…During this period the policy of preventing extremism was questioned and critiqued because of its focus on Muslims and Islam (Griffith-Dickson, Dickson and Ivermess, 2015;Panjwani, 2016) and for the absence of any consideration of other potential causes of extremism such as far right political beliefs or foreign policy. Furthermore the socio-cultural context for policy was informed by the representation of terrorism and terrorists in the media and government publications reinforcing a stereotypical view that terrorism is located in Muslim communities (Hickman et al, 2011cited in Coppock, 2014.…”

“…In 2011 the UK government published the Prevent Strategy that included two strategic objectives; the first being to prevent people from being drawn into terrorism and the second to work with sectors where there are risks of radicalisation (HM Government, 2015). Panjwani (2016) argues that the policy response to terrorism had gradually shifted from a reactive to a preventative approach and this evolution 4 placed increased emphasis on work with communities. However, the extent of the work expected from early childhood, social care and community development practitioners working within communities remained ambiguous until the two strategic objectives set out above were incorporated in the Counter Terrorism and Security Act 2015 (Great Britain Parliament, 2015).…”

“…Smith, 2016) or statutory school age provision (e.g. Maylor, 2016 ;Panjwani, 2016) through its focus on ECEC.…”

Preventing radicalisation: a systematic review of literature considering the lived experiences of the UK’s Prevent strategy in educational settings

“…In light of the extensive criticisms of FBVs, it can be assumed that the translation of this aspect of the policy into pedagogical reality is proving limited in its efficacy to intervene with the radicalisation process. Panjwani (2016) suggests that schools need to refine policy regarding FBVs that involves 'a process of public discourse and openness to a possible reassessment of the project' (p.338). This issue coupled with the threat to academic freedom and critical discussion posed by Prevent's security focus suggests that the duty is not proving efficacious in day-to-day teaching and learning.…”