23 SES 08 D, The Politics of School Knowledge
This study investigates recent curriculum policy reform ‘Promoting Fundamental British Values’ (BV), (DfE, 2014) for secondary schools in England. Whilst the ‘War on Terror’, rising global Islamophobia and increased popularity of anti-immigration movements constitute the international context, BV policy forms part of the UK counter-insurgency strategy Prevent. Evidence of co-ordinated action to introduce an intolerant and divisive culture into some schools (Trojan Horse, Clarke, 2014) and recruitment of students by ISIS raised Government concerns about English schools becoming sites of radicalisation, and stimulated the introduction of counter-terrorist curriculum policy. Marking the growing securitisation of education, it is now statutory duty for teachers to prevent young people being drawn into terrorism through legislation of BV in the school curriculum. According to the policy, British values consist of ‘democracy’, the ‘rule of law’, ‘liberty’, ‘mutual respect’ and ‘tolerance of different faiths and beliefs’. The policy requires all schools to promote these values and Ofsted inspectors assess BV teaching. But BV policy is problematical because it assumes the existence of observable signs of radicalisation in individual students and takes for granted a cause and effect relationship between students’ radical beliefs and violent action. It presupposes that ‘vulnerable’ students will ‘catch’ the extremist virus and that prevention of student radicalisation rests in unquestioned technical procedures of risk management (O’Donnell, 2016). Davies (2016) argues that BV policy curbs discussion about controversial issues in schools as students and teachers fear accusations and reporting to the authorities, and it risks essentialising certain groups. According to O’Donnell (ibid) student alienation, disaffection and resistance may result. This pilot project is designed in 3 stages: 1) Stakeholder meeting with teachers responsible for BV in schools, BV training providers and BV policy maker to identify issues 2) Policy analysis of BV curriculum policy ensemble deploying Mills’ (2014) interpretation of Bhabha’s (1994; 1983) colonial discourse and Winter’s engagement of Derridean perspectives in curriculum policy analysis (2017) 3) Analysis of teacher interviews with focus on the ‘psychic life’ of BV policy enactment. The psychic life of power (Butler, 1997) and the ‘psychic life of colonial power’ (Hook, 2012:18), are well-developed methods for exploring how subjectivities are shaped through relations of power. Its conceptual base is Frantz Fanon’s psychopolitics. It focuses on how power relations (ie BV policy) shapes people’s subjectivity. The question guiding the study is how do teachers accept/negotiate/re-work/resist BV policy in a sample of case study schools?
Bhabha, H. K. (1983). The Other Question. Screen, 24 (6), 18–36. Bhabha, H. (1994) The Location of Culture. London: Routledge. Butler, J. (1997) The Psychic Life of Power Stanford University Press. Clarke, P. (2014) Report into allegations concerning Birmingham schools arising from the Trojan Horse affair. House of Commons 22 July 2014. HC 576. Crown Copyright. Davies, L. (2016) Security, extremism and education: safeguarding or surveillance? British Journal of Educational Studies 64 (1), 1-19. DfE, (2014) Promoting Fundamental British Values as part of SMSC in schools. Departmental advice for maintained schools. DFE-00679-2014. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/SMSC_Guidance_Maintained_Schools.pdf Accessed 19-12-16. Hook, D. (2012) A Critical Psychology of the Post-colonial: the mind of apartheid. London: Routledge. Mills, C. (2014). Decolonizing Global Mental Health: The Psychiatrization of the Majority World. Routledge, London and New York. O’Donnell, A. (2016) Securitisation, Counterterrorism and the silencing of dissent: the implications of Prevent British Journal of Educational Studies 64 (12), 53-76. Winter, C. (2017) Curriculum policy reform in English schools in an era of accountability: a Levinasian perspective on ‘fixing’ curriculum, teachers and students Journal of Curriculum Studies (in press).
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.