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

Sarah Pearce

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish
Pages (from-to)191-210
Number of pages20
JournalJournal of Research in International Education
Volume20
Issue number3
Early online date23 Nov 2021
DOIs
Publication statusPublished - 1 Dec 2021

Keywords

  • Bernstein
  • British Schools Overseas
  • fundamental British values
  • transmission context

ASJC Scopus subject areas

  • Education

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