Titlebook: Learning and Teaching British Values; Policies and Perspec Sadia Habib Book 2018 The Editor(s) (if applicable) and The Author(s) 2018 Criti

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Sadia HabibExplores what teaching ‘Fundamental British Values’ can and should look like.Uses empirical case studies to explore experiences of teaching and learning about Britishness.Argues that teachers and stud

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Introduction,to the Fundamental British Values (FBV) duty where schools have now been placed in a position where they must actively promote FBV. This chapter also examines how identity, national identity and nation are defined in the literature, as well as the intersections of multicultural and White Britishness.

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,Trainee Teachers “Unravel, Criticise and Re-imagine” British Values,ishness and FBV, they resorted to recalling common stereotypes about British identities. Rejecting reification and homogeneity, the trainee teachers viewed FBV as problematic and contentious. The trainee teachers emphasised the need to explore multicultural Britishness and universal values, and called for more guidance, support and training.

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Researching Education in Multicultural London,es department at a London university who reflected upon the Fundamental British Values teaching requirement, and (ii) an ethnographic arts-based educational research in a London school with Art teachers and two GCSE classes who explored Britishness.

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The Pedagogical Is Political,ding local, national and globalised spaces. Education needs to inspire and enable students to grow in confidence to critique the oppressive social order. Critical pedagogy can counter-neoliberal ideologies and promote collaboration, collective action, social justice and social change.