Tea and the Queen?: Fundamental British Values, Schools and Citizenship

Front Cover\nTea and the Queen?\nCopyright\nDedication\nTable of contents\nList of abbreviations\nAcknowledgments\nIntroduction\nONE ‘Managing’ diversity: policy and practice\n	The nation and the ‘other’: belonging in 21st-century Britain\n	The context for FBV\n	From ‘state multiculturalism’ to ‘cohesion’ and ‘integration’\n		Integration and cohesion\n	The Prevent strategy\n		The Equality Act 2010\n		The Trojan Horse affair\n		Reactions to FBV\n	Conclusion\n	Notes\nTWO Citizenship, identity and belonging\n	Affective citizenship\n	Citizenship and nationalism\n		A brief note on terminology\n		A shared national identity for a diverse society?\n		Banal and everyday nationalism\n	Directions in citizenship education\n		Citizenship education and counter-extremism\n		Citizenship education: encouraging ‘correct’ emotions?\n		Citizenship education in England\n	Conclusion\n	Notes\nTHREE Researching the promotion of fundamental British values in schools\n	Policy enactment\n	The educational context\n	The respondent school and teachers\n	Other schools involved in the research\n		Albernay Secondary School\n		East Heath Secondary School\n		Beit se-fer Primary\n		Talib School\n		Point High Academy\n		Marina Grammar School\n		Millnort Secondary School\n		Union Primary Academy\n	The teachers\n	Conclusion\n	Notes\nFOUR Promoting British values in schools\n	Representing Britain\n	Repackaging FBV\n		School councils: promoting the FBV of democracy?\n	Relocating FBV\n	Conclusion\n	Notes\nFIVE Morality, controversy and emotion in schools\n	Teacher subjectivities\n		Teachers as moral agents\n	Engagement\n		Limitations to ‘dangerous conversations’\n		Strategies\n		‘Pedagogies of discomfort’?\n		Discussing terrorism\n	FBV: The ‘gathering in’ of troublesome populations?\n	Conclusion\n	Notes\nSIX Conclusion: citizenship, values and belonging\n	The enactment of FBV\n		Global citizenship education and human rights\n		Last word\n	Note\nReferences\nIndex\nBack Cover