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- W3201630387 abstract "The current scope of knowledge and technically oriented nature of the curriculum underminesdiversity, critical inquiry and perpetuates structural inequality. This thesis strives to understandthe relationships of power that manifest through students' experiences and interpretations ofBritish values and the school curriculum. It is necessary to examine the deeper narratives andvalues embedded in curricula practice and what is traditionally valorised as ‘academic’knowledge in policy and practice. I am guided by an analytical dialogue between Critical RaceTheory and Critical Pedagogy, and draw on in-depth case studies from a Year 4 and Year 8class and their teachers in a primary and secondary school in Northern England. I worked withteachers to re-design part of the curriculum and used the principles of ‘Funds of Knowledge’(FoK) to incorporate students' social knowledge and histories, as one approach to challengingthe movement towards a ‘traditional’ academic curriculum. My analysis uses British values as a prism to reflect on contemporary citizenship, identity and belonging in a context of neo-assimilationist rhetoric and structural racism in Britain. I present three dominant narrativesembedded in students' understanding of British values, history and national identity, which arereinforced by knowledge in the curriculum. These are; a performative celebration of progress,a perceived cultural clash with Islam, and the perpetuation of whiteness. I emphasise theshortcomings of such hegemonic narratives, how they permeate the curriculum, and arguewhy counter-knowledge is necessary to help deconstruct and create alternative meanings. Istress the need to reflect on the ethical purpose of the curriculum beyond neoliberal outcomesand argue against the false dualism between academic (‘powerful’) knowledge and social(‘everyday’) knowledge. I conclude that small sites of resistance do exist within the formalcurriculum system, that could foster more equitable and transformative ways of being, relatingand knowing." @default.
- W3201630387 created "2021-09-27" @default.
- W3201630387 creator A5069934648 @default.
- W3201630387 date "2021-04-01" @default.
- W3201630387 modified "2023-09-24" @default.
- W3201630387 title "An exploration of British values and the school curriculum: making space for counter-knowledge" @default.
- W3201630387 hasPublicationYear "2021" @default.
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