"This book provides a focussed and comprehensive analysis of how the policy to actively promote fundamental British values has impacted on school policies, teaching, and teacher professionalism. The mandate to promote these values has proceeded at a pace in parallel with the securitization of pedagogical spaces and led to the proliferation of resources promulgating narrow conceptions of Britishness. Alongside the enactment of this policy the notion of teacher professionalism has been transformed. The authors make a unique contribution to the debate by examining the position of teachers who as agents and actors are compelled to negotiate and perform in such securitised spaces. In this book, Lynn Revell and Hazel Bryan advance the concept of liquid professionalism which coheres with the complex and dynamic policy landscape of fundamental British values. This is an excellent book for all educational professionals." -- Vini Lander * University of Roehampton, UK * This volume explores the significance of fundamental British values in education and the idea of British values in contemporary policy and legislation, as well as the way Britishness as a concept has evolved in relation to education in the post-war period. It follows the development of Britishness and British values in the period and shows how they have been understood and executed in policy in relation to schools in different ways, including the role of otherness, national identity, and the language of values, then discusses the impact of fundamental British values on teacher professionalism, illustrating how legislation and policy that impacts how teachers must engage with these values changes their status in the public sphere. -- Annotation ©2018 * (protoview.com) *
