Arabic Schools and the Promotion of Fundamental British Values: A Community's Ambitions for Consensual Diversity

Autor/inn/en	Szczepek Reed, Beatrice; Davies, Ian; Said, Fatma; Bengsch, Géraldine; Sally, Jayme
Titel	Arabic Schools and the Promotion of Fundamental British Values: A Community's Ambitions for Consensual Diversity
Quelle	In: British Journal of Educational Studies, 68 (2020) 6, S.713-731 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Szczepek Reed, Beatrice) ORCID (Davies, Ian) ORCID (Said, Fatma) ORCID (Sally, Jayme)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2020.1713297
Schlagwörter	Social Values; Community Schools; Semitic Languages; Public Policy; Diversity; Arabs; Terrorism; Political Attitudes; Social Attitudes; Acculturation; Second Language Learning; Second Language Instruction; Heritage Education; Native Language Instruction; Foreign Countries; Antisocial Behavior; Prevention; School Role; Teaching Methods; Teacher Attitudes; Student Attitudes; Social Integration; United Kingdom + Suchen Sie Ihr Suchwort? Sozialer Wert; Community school; ; Gemeindeschule; Gemeinschaftsschule; Arabisch; Hebräisch; Öffentliche Ordnung; Arab; Araber; Terrorismus; Political attitude; Politische Einstellung; Social attidude; Soziale Einstellung; Akkulturation; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Ausland; Prävention; Vorbeugung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten; Soziale Integration; Großbritannien
Abstract	This article explores the positioning of a sample of Arabic complementary language schools in the context of the UK government's discourse and promotion of so-called Fundamental British Values. While there is considerable social and political debate about radicalisation in Arab communities, teachers in the sample are deeply committed to a form of consensual diversity, both in their schools and their communities. They are also supportive of so-called British values, which they frame as universal values. In their promotion of these values as universal, there may be the potential for diasporic disconnect: the schools are striving for integration which may at times result in assimilationist positioning in the context of government pressure. However, their discourse is embedded in the highly charged political context in which Arabic schools operate and in which they position themselves as stakeholders in Arab communities. On the basis of the qualitative evidence reported here some of the government's ways of challenging radicalisation seems unwarranted in relation to Arabic complementary language schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01