Fundamental British Values, Michel Foucault, and Religious Education Teacher Subjectivity

Rezensionen / Stimmen

"Francis Farrell's book Fundamental British Values, Michel Foucault, and Religious Education Teacher Subjectivity, through his much-needed research with UK school teachers, uses a Foucauldian approach in seeking to critically examine the forced intersections between the teaching and learning of religious education and the policy requirements of fundamental British values (FBVs) and Prevent. Farrell, by representing teacher voice, successfully shows how this call for teachers to uphold FBVs and the Prevent duty has deeply divisive implications long-term for teaching and learning in UK schools, as well as on teacher identities and subjectivities. The book presents a rich and important account of teachers as talking back to the contradictory and insidious nature of enforcing Prevent and FBVs in education, and as problematising power. I am heartened by teachers themselves critically and creatively encouraging inclusive and anti-racist approaches to exploring multiculturalism, identities and belongings to Britain through religious education teaching in the classroom. Farrell's book is a must-read for all teachers, and especially for trainee teachers who are grappling with the influence of exclusionary and assimilatory discourses around educational policy in schools."

- Dr Sadia Habib, Lecturer in Education, University of Manchester.