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Civic virtue and values teaching in a ‘post-secular’ world

Vincent, C; (2018) Civic virtue and values teaching in a ‘post-secular’ world. Theory and Research in Education , 16 (2) pp. 226-243. 10.1177/1477878518774128. Green open access

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Drawing on empirical data, this article makes a contribution to knowledge through bringing together the apparently disparate elements of contemporary education policy, religion, civic virtue and values teaching, in particular, the teaching of ‘fundamental British values’. I illustrate, through a discussion of the linkages between these elements, how religion remains a strong influence on contemporary education policy, both explicitly with regard to the integration of Muslim ‘others’ and implicitly through the growing popularity of values education in schools. In order to develop this argument, I first outline the extent to which Christianity, often de-theologised, shapes normative Western European values and permeates apparently secular spaces. Second, I identify some school responses to the British values policy and note the importance of the political and social context informed, I argue, by acute anxiety around Islam and extremism. Third, through the discussion of one particular school site, I identify the trend towards emphasising values education in secular schools, and the implicit religious undertones within this. I suggest that we can understand this trend as an instance of the post-secular where religious influences remain strong in apparently secular places, but argue that there are limitations to such an approach to values education in terms of increasing pupil voice and agency.

Type: Article
Title: Civic virtue and values teaching in a ‘post-secular’ world
Open access status: An open access version is available from UCL Discovery
DOI: 10.1177/1477878518774128
Publisher version: https://doi.org/10.1177/1477878518774128
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Fundamental British values, post-secular, religion, schools, values education
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: http://discovery.ucl.ac.uk/id/eprint/10058153
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