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“Fundamental British Values”: The Teaching of Nation, Identity, and Belonging in the United Kingdom

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The Palgrave Handbook of Citizenship and Education

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Abstract

The chapter seeks to problematize the policy requirement to promote “Fundamental British Values” in English schools. Historically, research shows Britishness to be fluid, evolving, and often difficult to define for White British and ethnic minority young people, as well as for pre-service student teachers, classroom teachers, and teacher educators. Recent research conducted with pre-service student teachers is outlined in this chapter to evidence intersections between nation, identity, and belonging that schools could explore. I analyze the teaching and learning of Britishness and “Fundamental British Values” as complex processes. I recommend for students and teachers to engage in reflective and collaborative classroom activities about identities and belongings. Critical pedagogy and arts-based pedagogies are recommended as possible useful teaching and learning approaches for young people and teachers who explore identity issues in the classroom.

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Authors and Affiliations

  1. Independent Scholar, Manchester, UK

    Sadia Habib

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  1. Sadia Habib
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Correspondence to Sadia Habib .

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Editors and Affiliations

  1. Faculty of Education, Canterbury Christ Church University , Canterbury, UK

    Andrew Peterson

  2. School of Education, University of South Australia , Mawson Lakes, SA, Australia

    Garth Stahl

  3. School of Education, University of South Australia, Mawson Lakes, SA, Australia

    Hannah Soong

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Habib, S. (2019). “Fundamental British Values”: The Teaching of Nation, Identity, and Belonging in the United Kingdom. In: Peterson, A., Stahl, G., Soong, H. (eds) The Palgrave Handbook of Citizenship and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-67905-1_15-1

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  • DOI: https://doi.org/10.1007/978-3-319-67905-1_15-1

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