LEADER 04442nam  22006615  450 
001 9910726280103321
005 20251008133716.0
010   $a9783031306877
024 7 $a10.1007/978-3-031-30687-7
035   $a(CKB)26748365400041
035   $a(DE-He213)978-3-031-30687-7
035   $a(MiAaPQ)EBC30545145
035   $a(Au-PeEL)EBL30545145
035   $a(OCoLC)1402027710
035   $a(BIP)089626190
035   $a(EXLCZ)9926748365400041
100   $a20230517d2023      u|         0
101 0 $aeng
135   $aurnn#008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aFundamental British Values, Michel Foucault, and Religious Education Teacher Subjectivity $eA Critical Investigation /$fby Francis Farrell
205   $a1st ed. 2023.
210  1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2023.
215   $a1 online resource (XV, 256 p. 1 illus.)
311 08$a9783031306860 
320   $aIncludes bibliographical references and index.
327   $aChapter 1: Introduction -- Chapter 2: Britishness in Post War Politics and Policy: Precursors to British values -- Chapter 3: Crisis Racism and the introduction of Fundamental British values -- Chapter 4: Multiculturalism, Religious Education and Fundamental British Values -- Chapter 5: Research on British Values -- Chapter 6: Foucault and Fundamental British Values -- Chapter 7: Teacher Narratives, Parr?sia and the Courage of Truth -- Chapter 8: Dividing practices: RE teachers? views of fundamental British Values -- Chapter 9: Brexit, Religious Education and Fundamental British Values -- Chapter 10: Concluding Thoughts: Working the Cracks.
330   $a?This book presents a rich and important account of teachers as talking back to the contradictory and insidious nature of enforcing Prevent and FBVs in education, and as problematising power. I am heartened by teachers themselves critically and creatively encouraging inclusive and anti-racist approaches to exploring multiculturalism, identities and belongings to Britain through religious education teaching in the classroom. Farrell?s book is a must-read for all teachers, and especially for trainee teachers who are grappling with the influence of exclusionary and assimilatory discourses around educational policy in schools.? ? Sadia Habib, Lecturer in Education, University of Manchester, UK. This book contributes to the small but growing critical literature on fundamental British values and the Prevent strategy in the British education system. Focusing specifically on RE, a subject concerned with multiculturalism, difference and pluralism, the book will argue that there is a tension between the aims of RE and the agenda of fundamental British values. The author argues that fundamental British values and the requirements of the Prevent duty (2015) amount to a securitization of education which fundamentally alters the relationship between teachers and learners. The book presents these developments in education policy as a radical discursive shift: drawing from in depth individual and group interviews with 52 secondary teachers of religious education, the book foregrounds the views of BAME teachers and argues for a nuanced and inclusive approach to civic and values education. Francis Farrell is Senior Lecturer in Theology and Religion at Edge Hill University, UK.
606   $aEducational sociology
606   $aSchools
606   $aEducation and state
606   $aTeachers$xTraining of
606   $aReligion
606   $aSociology of Education
606   $aSchool and Schooling
606   $aEducational Policy and Politics
606   $aTeaching and Teacher Education
606   $aReligion
615  0$aEducational sociology.
615  0$aSchools.
615  0$aEducation and state.
615  0$aTeachers$xTraining of.
615  0$aReligion.
615 14$aSociology of Education.
615 24$aSchool and Schooling.
615 24$aEducational Policy and Politics.
615 24$aTeaching and Teacher Education.
615 24$aReligion.
676   $a379.41
700   $aFarrell$b Francis$092230
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
912   $a9910726280103321
996   $aFundamental British Values, Michel Foucault, and Religious Education Teacher Subjectivity$93565625
997   $aUNINA