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This book engages with important debates about multicultural British identities at a time when schools are expected to promote Fundamental British Values. It provides valuable insight into the need to investigate fluid and evolving identities in the classroom. What are the implications of Britishness exploration on young people's relationships with and within multicultural Britain? What are the complexities of teaching and learning Britishness? Emphasis on student voice, respectful and caring dialogue, and collaborative communication can lead to meaningful reflections. Teachers often require guidance though when teaching about multicultural Britain. The book argues that when students have safe spaces to share stories, schools can become critical sites of opportunity for reflection, resistance and hopeful futures.
Foreword by Professor Vini Lander
About the author
Sadia Habib is an independent researcher, and completed her PhD at Goldsmiths, University of London, UK. She has experience teaching 11-18 year old students in multicultural schools and colleges in the UK.
Summary
Explores 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 students can explore Britishness effectively by using Critical Pedagogy strategies
Additional text
“Sadia Habib’s book Learning and Teaching British Values: Policies and perspectives on British identities is an insightful nosedive into how art education has the capacity to challenge the hegemonic and exclusionary identities that might be promoted under schools’ duty to uphold British values. … This book would be useful for researchers in art education who wish to see how critical pedagogies have been adopted when embedding British values teaching into the art curriculum.” (Gemma Gronland, London Review of Education, Vol. 17 (1), 2019)
Report
"Sadia Habib's book Learning and Teaching British Values: Policies and perspectives on British identities is an insightful nosedive into how art education has the capacity to challenge the hegemonic and exclusionary identities that might be promoted under schools' duty to uphold British values. ... This book would be useful for researchers in art education who wish to see how critical pedagogies have been adopted when embedding British values teaching into the art curriculum." (Gemma Gronland, London Review of Education, Vol. 17 (1), 2019)
