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ERIC Number: EJ1175460
Record Type: Journal
Publication Date: 2018-Apr
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0141-1926
Political Assumptions Underlying Pedagogies of National Education: The Case of Student Teachers Teaching 'British Values' in England
Sant, Edda; Hanley, Chris
British Educational Research Journal, v44 n2 p319-337 Apr 2018
Teacher education in England now requires that student teachers follow practices that do not undermine "fundamental British values" where these practices are assessed against a set of ethics and behaviour standards. This paper examines the political assumptions underlying pedagogical interpretations about the education of national identities through documenting how a group of student teachers uphold the institutional demand of promoting fundamental British Values in relation to their discursive constructions of Britishness. Empirical data exemplifies potential political understandings guiding educational practices. Analysis suggests that pedagogies of national education are mediated by (i) educators' understandings of the nation as an essential entity or a social construct and (ii) their understanding of national identities as being open or closed to competing interpretations. The paper concludes by examining implications of different political and pedagogical positions for practice and research.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A