NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1128635
Record Type: Journal
Publication Date: 2017-Feb
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0141-1926
To Promote, or Not to Promote Fundamental British Values? Teachers' Standards, Diversity and Teacher Education
Elton-Chalcraft, Sally; Lander, Vini; Revell, Lynn; Warner, Diane; Whitworth, Linda
British Educational Research Journal, v43 n1 p29-48 Feb 2017
In this article we seek to problematize the presence of the requirement within the teachers' standards (DfE, 2012), that they "should not undermine fundamental British values" in the context of initial teacher education in England. The inclusion of this statement within the teachers' code of conduct has made its way from the counter-terrorism strategy, Prevent, and raises questions about Britishness, values and the relationship between the state and the profession more generally. We argue that the inclusion of the phrase within a statutory document that regulates the profession is de facto a politicization of the profession by the state thereby instilling the expectation that teachers are state instruments of surveillance. The absence of any wider debate around the inclusion of the statement is also problematic as is the lack of training for pre-service and inservice teachers since it means this concept of fundamental British values is unchallenged and its insidious racialising implications are unrecognised by most teachers.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A