Civic Virtue and Values Teaching in a 'Post-Secular' World

Autor/in	Vincent, Carol
Titel	Civic Virtue and Values Teaching in a 'Post-Secular' World
Quelle	In: Theory and Research in Education, 16 (2018) 2, S.226-243 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/1477878518774128
Schlagwörter	Religion; Religious Factors; Values; Citizenship Education; Foreign Countries; Educational Policy; Values Education; Muslims; Christianity; Political Attitudes; Social Influences; Political Influences; Antisocial Behavior; Islam; Student Attitudes; Personal Autonomy; Neoliberalism; Social Development; Emotional Development; Elementary Secondary Education; Terrorism; Ethics; United Kingdom + Suchen Sie Ihr Suchwort? Wertbegriff; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Politics of education; Bildungspolitik; Werterziehung; Muslim; Muslimin; Christentum; Political attitude; Politische Einstellung; Sozialer Einfluss; Political influence; Politischer Einfluss; Schülerverhalten; Individuelle Autonomie; Neo-liberalism; Neoliberalismus; Soziale Entwicklung; Gefühlsbildung; Terrorismus; Ethik; Großbritannien
Abstract	Drawing on empirical data, this article makes a contribution to knowledge through bringing together the apparently disparate elements of contemporary education policy, religion, civic virtue and values teaching, in particular, the teaching of 'fundamental British values'. I illustrate, through a discussion of the linkages between these elements, how religion remains a strong influence on contemporary education policy, both explicitly with regard to the integration of Muslim 'others' and implicitly through the growing popularity of values education in schools. In order to develop this argument, I first outline the extent to which Christianity, often de-theologised, shapes normative Western European values and permeates apparently secular spaces. Second, I identify some school responses to the British values policy and note the importance of the political and social context informed, I argue, by acute anxiety around Islam and extremism. Third, through the discussion of one particular school site, I identify the trend towards emphasising values education in secular schools, and the implicit religious undertones within this. I suggest that we can understand this trend as an instance of the post-secular where religious influences remain strong in apparently secular places, but argue that there are limitations to such an approach to values education in terms of increasing pupil voice and agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01