Educating Global Britain: Perils and Possibilities Promoting 'National' Values through Critical Global Citizenship Education

Autor/inn/en	Bamber, Philip; Bullivant, Andrea; Clark, Alison; Lundie, David
Titel	Educating Global Britain: Perils and Possibilities Promoting 'National' Values through Critical Global Citizenship Education
Quelle	In: British Journal of Educational Studies, 66 (2018) 4, S.433-453 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bamber, Philip) ORCID (Lundie, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2018.1533097
Schlagwörter	Global Approach; Citizenship Education; Social Values; Preservice Teacher Education; Foreign Countries; Beginning Teachers; Teacher Attitudes; Educational Change; Values Education; Teaching Methods; Educational Policy; Policy Analysis; Curriculum Implementation; National Security; Terrorism; Ethnography; Accountability; Elementary Secondary Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Sozialer Wert; Lehramtsstudiengang; Lehrerausbildung; Ausland; Junior teacher; Junglehrer; Lehrerverhalten; Bildungsreform; Werterziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Politikfeldanalyse; National territory; Security; Staatsgebiet; Sicherheit; Terrorismus; Ethnografie; Verantwortung
Abstract	Global citizenship education (GCE) within schools in England is increasingly being reoriented to address a statutory duty to promote fundamental British values (FBV). This multi-method study investigates the influence of critical GCE within initial teacher education in reshaping awareness, understanding and disposition towards FBV amongst beginning teachers. Findings highlight a tension between growing confidence and understanding of how to implement the FBV agenda and the development of autonomous dispositions of the kind demanded for the practice of critical GCE. Four teacher orientations towards FBV are developed and explored, demonstrating the role of practice-based learning for the cultivation of critical dispositions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01