ABSTRACT

Research on the promotion of ‘fundamental British values’ (FBV) in English schools has tended to focus on its nationalistic and securitising elements. Its role within a broader, politically conservative shift in values education, both in England and beyond, has received less attention. This paper addresses the latter, reporting on research into FBV with secondary school teachers who already see themselves as values educators. Using life history methods, the research investigated how the teachers’ subject backgrounds and existing commitments to values education influenced their enactment of the policy. Findings suggest that the teachers’ existing enthusiasm for values education per se acted as an important factor in their willingness to engage seriously with the policy. Personal and professional commitments, as well as subject-specific pedagogies, were important in the ways teachers responded creatively to FBV, indicating the significant role of teacher agency in responding to the shifting policy landscape in values education.

摘要

在英语学校中推广“英国基本价值观”（FBV）的研究倾向于集中在其民族主义和证券化因素上。在英格兰及其他地区，价值观教育在更广泛的，政治上保守的转变中所扮演的角色受到的关注较少。本文针对后者，报道了已经将自己视为价值观教育者的中学教师对FBV的研究。该研究使用生活史方法研究了教师的学科背景和对价值观教育的现有承诺如何影响其政策的制定。调查结果表明，教师本身对价值观教育的热情成为他们认真对待政策意愿的重要因素。个人和专业承诺以及特定学科的教学法对于教师创造性地对FBV做出反应的方式很重要，这表明了教师机构在应对价值观教育中不断变化的政策格局方面的重要作用。