It’s that induction time again, meaning icebreakers, getting to know you activities, tours of college, diagnostic assessments, various cross college missives that need to be translated from edu-managementese into something that your entry 1 ESOL students can understand (any document with the word “inclusive” in it is likely to be anything but). This latter includes various policy statements: IT usage policy, behaviour standards, equality and diversity, and, of course, British Values.
I know I’ve blogged before about this topic, and my apologies for any repetition: but to summarise, basically, the notion of British Values comes from the Prevent strategy, a somewhat politically suspect attempt to cut off extremism and its consequences at the root. Of course Prevent by its very nature is unlikely to ever prove conclusively that it’s working: there is no way at all of knowing that a person identified under the Prevent strategy as being at risk would have gone on to become a terrorist, for example, because either the strategy worked and they didn’t, or the strategy didn’t work and they did. Or perhaps an individual wasn’t identified, was briefly drawn into something but then realised what they were doing and decided not to. Seriously, has nobody seen Minority Report?
Anyway, the fabled British Values are: democracy, the rule of law, mutual respect and tolerance for those of other faiths and those of no faith, and individual liberty/freedom of speech. Said values are to be not only promoted but “exemplified” (tricky that one, as I fairly regularly break one or two laws). There are also issues with the “British” bit: it’s a word and a concept I find increasingly repellent, particularly with the post-Brexit rise in racially motivated attacks, and the claim that any of these values are peculiarly British, or that they should have precedence over any other general values, is frankly bizarre. So what if the French have the (admittedly euphonious) liberte, fraternite, egalite or the Americans “liberty, equality and self government”? Lucky them. These are all spurious nationalistic claims on a bunch of relatively accepted western values. They’re also so broad as to be pretty meaningless, not to mention totalitarian in their impetus (“to be a citizen, these are things you MUST believe…”)But that’s not the point.
No, what I’m really thinking about is how, given this kind of dislike, at best apathy towards the whole thing, these things are ever going to be effectively embedded into teaching practice. For something like this to really work, you’ve really got to believe in it. I believe, for example, in the notion of equality and the legal framework around the equality act, and that the 9 protected characteristics should absolutely be protected by law. I believe that embedding English and maths into teaching and learning is a good thing, and developing those skills in FE is important. So it’s easy to get behind these things: I’ll berate students for random sexism or racism, or I’ll try and explain “square kilometre” to an entry 1 ESOL student. But whenever I try to embed British Values, and refer to them explicitly (so that students can duly parrot them back to OFSTED at the appropriate time), I’m doing so with my fingers crossed behind my back. I just don’t believe.
Belief is important. Teacher belief in an interventions worth or effectiveness (or not) is a powerful thing, to the extent that I sometimes wonder if it could even function as a kind of placebo to render ineffective practices effective. By the same measure, if you don’t believe that something is of value, then you are never going to convincingly put it across, regardless of how effective or valuable it is. So this is the challenge faced by promoting British Values. Unlike similarly top down initiatives like health and safety, safeguarding, and equality and diversity, British Values is starkly political in its origins and its purpose, and therefore is a much harder buy in: and if a teacher can’t buy in, then how can their students?
Another part of the problem, especially for me, is that I can’t help but want there to be a “proper” language learning aim. Teaching British Values, and to a lesser extent equality and diversity, is really just going to be a lesson on vocabulary, or reading, or speaking. Any British Values stuff is going to be a subordinate consideration: a happy accident. Students will read for gist and detail, focus on vocabulary in the text, develop speaking and listening skills, participate in a discussion. In the process, they might also learn about British Values, but that bit probably won’t go on my internal lesson plan.
I guess, ultimately, this is about ownership. To what extent do teachers feel that they own British Values, and have had a say in developing them? Not a lot, I suspect. Like my official citizenship status, they are nominally “British” but I don’t recall anyone asking me about this. British values, more than anything else, are a top down imposition, and for that reason, more than anything else, I wonder whether they will ever move from “doing it because we have to” to “doing it because I believe it’s important”.