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The notion of Britishness and national identity have rarely been examined with such intensity in education and society as they are today. Although the requirement to promote a sense of nationhood in schools is not a new one, the politicised nature of the values associated with Britishness and the security agenda in which schools now operate has intensified greatly in recent years. This timely book provides a critical analysis of the statutory requirements to promote Fundamental British Values in schools, universities and other childcare groups in the UK. It begins by charting the development of Britishness and British values in the post-war period and highlights how even in the recent past British values have been understood and executed in policy in relation to schools in very different ways. In the past Britishness and national identity was either assumed or conveyed through the employment of cultural forms; it is only now that Britishness in education, in the form of fundamental British values is articulated through explicitly political language. The book continues by examining the impact of fundamental British values on teacher professionalism. It will show how the legislation and policy that structures the way teachers (and other educators) must engage with fundamental British values works to reposition the status of teachers in the public sphere. Teacher's work and relationship with the state is recast so that personal political and individual acts are now situated within the remit of state control and legislation. The concept of Liquid Professionalism is promoted as a form of teacher professionalism for these securitised times.

National characteristics, British. --- Values --- Great Britain --- Civilization. --- Axiology --- Worth --- Aesthetics --- Knowledge, Theory of --- Metaphysics --- Psychology --- Ethics --- British national characteristics --- Nationalism --- Sociology: customs & traditions. --- Study and teaching. --- Consciousness, National --- Identity, National --- National consciousness --- National identity --- International relations --- Patriotism --- Political science --- Autonomy and independence movements --- Internationalism --- Political messianism

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Mythologized as the era of the “good war” and the “Greatest Generation,” the 1940s are frequently understood as a more heroic, uncomplicated time in American history. Yet just below the surface, a sense of dread, alienation, and the haunting specter of radical evil permeated American art and literature. Writers returned home from World War II and gave form to their disorienting experiences of violence and cruelty. They probed the darkness that the war opened up and confronted bigotry, existential guilt, ecological concerns, and fear about the nature and survival of the human race. In Facing the Abyss, George Hutchinson offers readings of individual works and the larger intellectual and cultural scene to reveal the 1940s as a period of profound and influential accomplishment.Facing the Abyss examines the relation of aesthetics to politics, the idea of universalism, and the connections among authors across racial, ethnic, and gender divisions. Modernist and avant-garde styles were absorbed into popular culture as writers and artists turned away from social realism to emphasize the process of artistic creation. Hutchinson explores a range of important writers, from Saul Bellow and Mary McCarthy to Richard Wright and James Baldwin. African American and Jewish novelists critiqued racism and anti-Semitism, women writers pushed back on the misogyny unleashed during the war, and authors such as Gore Vidal and Tennessee Williams reflected a new openness in the depiction of homosexuality. The decade also witnessed an awakening of American environmental and ecological consciousness. Hutchinson argues that despite the individualized experiences depicted in these works, a common belief in art’s ability to communicate the universal in particulars united the most important works of literature and art during the 1940s. Hutchinson’s capacious view of American literary and cultural history masterfully weaves together a wide range of creative and intellectual expression into a sweeping new narrative of this pivotal decade.

American literature --- Literature and society --- Popular culture --- History and criticism. --- History --- United States --- Civilization --- Social problems in literature --- Social problems in art --- Values --- Nineteen forties --- Culture, Popular --- Mass culture --- Pop culture --- Popular arts --- Communication --- Intellectual life --- Mass society --- Recreation --- Culture --- Literature --- Literature and sociology --- Society and literature --- Sociology and literature --- Sociolinguistics --- 1940s --- 40s (Twentieth century decade) --- Forties (Twentieth century decade) --- Twentieth century --- Axiology --- Worth --- Aesthetics --- Knowledge, Theory of --- Metaphysics --- Psychology --- Ethics --- History and criticism --- History&delete& --- United States. --- Social aspects --- History&delete&&delete&

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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.

Values --- Classroom environment --- Multiculturalism --- Education. --- Educational policy. --- ducation and state. --- Educational sociology. --- Teaching. --- Church and education. --- Education and sociology. --- Sociology, Educational. --- Teaching and Teacher Education. --- Sociology of Education. --- Learning & Instruction. --- Educational Policy and Politics. --- Ethnicity in Education. --- Religion and Education. --- Classroom climate --- Climate, Classroom --- Environment, Classroom --- Classroom management --- Educational sociology --- School environment --- Teacher-student relationships --- Axiology --- Worth --- Aesthetics --- Knowledge, Theory of --- Metaphysics --- Psychology --- Ethics --- Religion and education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Aims and objectives --- Learning. --- Instruction. --- Education and state. --- Education and church --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Learning process --- Comprehension --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Government policy