The introduction to this special issue outlines the current context related to the imperative within the Teachers’ Standards (2012) in England ‘not to undermine fundamental British values’ (FBV). The introduction problematises the imposition of this standard in terms of teacher identity and the invasion of professional and pedagogic spaces by the securitisation agenda. The introduction also highlights the contributions of each paper in this special issue to the academic debate on the teaching of fundamental British values in schools and within teacher education.
|Journal||Journal of Education for Teaching|
|Early online date||25 May 2016|
|Publication status||E-pub ahead of print - 25 May 2016|