Calibrating fundamental British values: how head teachers are approaching appraisal in the light of the Teachers’ Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015

Journal article


Revell, L. and Bryan, H. 2016. Calibrating fundamental British values: how head teachers are approaching appraisal in the light of the Teachers’ Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015. Journal of Education for Teaching. 42 (3), pp. 341-353. https://doi.org/10.1080/02607476.2016.1184464
AuthorsRevell, L. and Bryan, H.
Abstract

In requiring that teachers should ‘not undermine fundamental British values (FBV)’, a phrase originally articulated in the Home Office counter-terrorism document, Prevent, the Teachers’ Standards has brought into focus the nature of teacher professionalism. Teachers in England are now required to promote FBV within and outside school, and, since the publication of the Counter Terrorism and Security Act of 2015 and the White Paper ‘Educational Excellence Everywhere’, are required to prevent pupils from being drawn towards radicalisation. School practices in relation to the promotion of British values are now subject to OfSTED inspection under the Common Inspection Framework of 2015. The research presented here considers the policy and purpose of appraisal in such new times, and engages with 48 school leaders from across the education sector to reveal issues in emerging appraisal practices. Zygmunt Bauman’s concept of Liquid Modernity is used to fully understand the issues and dilemmas that are emerging in new times and argue that fear and ‘impermanence’ are key characteristics of the way school leaders engage with FBV.

Year2016
JournalJournal of Education for Teaching
Journal citation42 (3), pp. 341-353
PublisherTaylor & Francis
ISSN0260-7476
Digital Object Identifier (DOI)https://doi.org/10.1080/02607476.2016.1184464
Publication dates
Print25 May 2016
Publication process dates
Deposited10 Jun 2016
Accepted30 Mar 2016
Accepted author manuscript
Output statusPublished
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