Andy Thornton argues that the current emphasis ‘British Values’ can only have meaning if it is supported by better citizenship education in schools.
The term ‘British Values’ has emerged as a catch-phrase to denote Britain’s take on liberal democracy. Beyond face-value, its political appeal is clear. It reaches into the UKIP electoral battleground, hinting that today’s Conservatives remain happy to bundle our history and customs into a formula that conjures up ‘the golden age’.
But its arrival in a fracas over school management has to be something of a surprise. It wouldn’t have been too long ago that British schools and British-ness would have been synonymous. Within living memory schools have been under Local Authority control, so how could they not be exponents of British Values?
You may not know it, but a similar discussion arose in 2007 when Gordon Brown asked for a review of the content of the National Curriculum for Citizenship.
Gordon Brown’s concerns were formulated around ‘British Identity’, not values. But similarly he wanted to ensure that the understanding behind the formation of the UK’s democratic structures was being utilised to create a tolerant and inclusive democracy: enabling established residents and newcomers to work together in peaceful coexistence towards the common good. This was of sound purpose as growing diversity in many regions was provoking conflict, and he could see that state schools (93% of all schools) are a critical cauldron in which values are established and competences for democratic life are developed and tested.
The result was that the citizenship curriculum was expanded to contain a section which essentially instructed all schools to tackle issues of identity, diversity and inclusion within the curriculum.