The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysis

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2021-11-23 DOI:10.1177/14752409211059272
S. Pearce
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引用次数: 1

Abstract

With their central position in society as facilitators of information, schools and teachers play a key role in the articulation and embedding of government-driven policy targeted at school-age children; under the British government, this key role extends beyond the borders, to British Schools Overseas. In the last decade, this has been especially prevalent in the dissemination of anti-terrorism rhetoric and policy, created to prevent the radicalisation of students; most recently, this has involved the inclusion of ‘fundamental British values’ (FBV) in policy and curriculum. Using the work of Basil Bernstein and, in particular, the model of transmission context which sits within his theories on pedagogic discourse, this paper analyses the discourse embedded in multiple FBV policies. Through a focus on classification and framing of the discourses embedded in the policies, this paper highlights the transmission of power in these policies, with a focus on language used to convey this power; and conveys an understanding of the positioning, role and ‘responsibilisation’ of British schools, located outside of the United Kingdom, as central to FBV education as well as the solution to terrorism in Britain.
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英国海外学校在促进和维护英国价值观方面的作用:运用政策分析中的传播语境
学校和教师作为信息促进者在社会中处于中心地位,在阐明和落实针对学龄儿童的政府驱动政策方面发挥着关键作用;在英国政府的领导下,这一关键作用超越了国界,延伸到了英国海外学校。在过去十年中,这在反恐言论和政策的传播中尤为普遍,这些言论和政策旨在防止学生激进化;最近,这涉及到将“英国基本价值观”(FBV)纳入政策和课程。本文利用巴兹尔·伯恩斯坦的研究成果,特别是他的教学话语理论中的传播语境模型,分析了多种FBV政策中嵌入的话语。通过对政策话语的分类和框架,本文强调了这些政策中的权力传递,并重点关注了用于传递这种权力的语言;并传达了对位于英国境外的英国学校的定位、角色和“责任”的理解,这些学校是FBV教育的核心,也是英国恐怖主义的解决方案。
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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