"We're Not British Values Teachers Are We?": Muslim Teachers' Subjectivity and the Governmentality of Unease

Autor/inn/en	Farrell, Francis; Lander, Vini
Titel	"We're Not British Values Teachers Are We?": Muslim Teachers' Subjectivity and the Governmentality of Unease
Quelle	In: Educational Review, 71 (2019) 4, S.466-482 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farrell, Francis) ORCID (Lander, Vini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2018.1438369
Schlagwörter	Social Values; Muslims; Power Structure; Foreign Countries; Religious Education; Teacher Attitudes; Multicultural Education; Classification; Educational Policy; Educational Environment; Terrorism; Antisocial Behavior; Educational Philosophy; Secondary School Teachers; Preservice Teachers; Student Attitudes; Standards; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sozialer Wert; Muslim; Muslimin; Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lehrerverhalten; Multikulturelle Erziehung; Classification system; Klassifikation; Klassifikationssystem; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Terrorismus; Bildungsphilosophie; Erziehungsphilosophie; Schülerverhalten; Standard
Abstract	This paper is a critical investigation of a group of eight Muslim religious education (RE) teachers' views of fundamental British values in education (FBV). Findings demonstrate that as teachers of multicultural RE, they experience dissonance accommodating the requirements of FBV, and are critical of its divisive effects upon their students. They are able to reclaim some professional agency through their problematisation of FBV and reinterpretation of its requirements through the pluralistic discourse of RE. Drawing from Foucault's analysis of power, we argue that the teachers' views reveal that FBV is a disciplinary discourse, acting upon teacher and student bodies as a classificatory and social sorting instrument, which we conceptualise as an expression of the "governmentality of unease". We conclude that further empirical research is required to critically examine how teachers are enacting this policy to assess how FBV continues to shape the education environment and the student and teacher subjects of its discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01