Belonging, Social Cohesion and Fundamental British Values

Autor/in	Healy, Mary
Titel	Belonging, Social Cohesion and Fundamental British Values
Quelle	In: British Journal of Educational Studies, 67 (2019) 4, S.423-438 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2018.1506091
Schlagwörter	Foreign Countries; Social Values; Educational Practices; Social Integration; Citizenship; Cultural Pluralism; Immigration; Teaching Methods; Social Theories; Public Policy; National Security; Prevention; Self Concept; Nationalism; Political Influences; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Sozialer Wert; Bildungspraxis; Soziale Integration; Staatsbürgerschaft; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Gesellschaftstheorie; Öffentliche Ordnung; National territory; Security; Staatsgebiet; Sicherheit; Prävention; Vorbeugung; Selbstkonzept; Nationalismus; Political influence; Politischer Einfluss; Großbritannien
Abstract	Many of the often complex debates central to the topics of belonging and social cohesion have their origins in contrasting interpretations of the ideal relationship between citizens. Governments across much of the western world continue to struggle to reconceptualise what it is to 'belong together' at a time of growing diversity and migration. This article considers three conceptual difficulties involved in the directive for schools to actively promote Fundamental British Values to address this issue. First, the directive fails to refer to any relevant theories around the concept of belonging, one of the major strands of research in social cohesion. The concept of 'perceived belonging' is thus introduced to further explore what the bond between citizens 'looks like'. Secondly, the lack of theory leads to a restriction of the values needed to support the bond. Thirdly, there is then a lack of sufficient clarity of action for how this might be translated into school practice. Finally, I suggest that the directive needs further theoretical engagement to be successful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01