It is important to report that evolving dialogues continue in academic literatures relating to multiculturalism and multicultural education (Baptiste and Writer, 2021; Race, in Production). However, it would be naïve to belief how politics has shaped or moved policymaking to more integrationist and assimilationist based ideas. Within this paper we will look at the Trojan Horse affair, Fundamental British Values and the Prevent Policy and Channel Processes (Bi, 2020; Winter et al, 2022; Elwick and Jerome, 2019). Miah et al (2020: 232) argue that the Trojan Horse affair can be interpreted through the prism of ‘security as a discourse’; a discourse through which certain groups in society are securitised.’ What does this mean for groups that are ‘securitised’ or stigmatised? Fundamental British Values develops the debate. Britain contains four unique countries with four different education systems. FBV should be international in its education application but does the curricula and professional practice focus on one rather than four countries histories and cultures? Prevent and Channel also returns to how groups are ‘securitised’ with the fact that more Channel multi-agency groups are set up for extreme right-wing radicalisation concerns is greater than referrals for Islamist concerns (Home Office, 2023). Is this information being taught in schools and universities? Another important education issue to be highlighted is (under) performance in the classroom. Within wider international perspectives, the OECD (2018) focus on the nature of education performance and argue that the gap between advantaged and disadvantaged which develops from the age of 10 years old. The impact of well-being on performance is also examined. The report highlights that one in four of disadvantaged students across OECD countries are “socially and emotionally resilient”, meaning they are satisfied with their life, fell socially integrated at school and do not suffer text anxiety. In Croatia, the Czech Republic, Finland, France, Germany, Iceland, Latvia, the Netherlands and Switzerland, the share of such students is among the largest (30% or more) but in other European countries, including Bulgaria, Italy, Montenegro, Portugal and the United Kingdom, the share is comparatively small (less than 20%) (OECD, 2018). Specifically, we will look at the recent developments within the Ministry of Education and Merit in Rome, Italy to see whether recent education policy covers a multicultural, integrationist or assimilationist agendas (MoEM, 2023).

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