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Journal of Education Policy Volume 35, 2020 - Issue 1
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Article

The Psy-Security-Curriculum ensemble: British Values curriculum policy in English schools

Christine WinterSchool of Education, University of Sheffield, Sheffield, UKORCID Iconhttps://orcid.org/0000-0001-8622-0642View further author information
ORCID Icon &
China MillsSchool of Education, University of Sheffield, Sheffield, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-0615-234XView further author information
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Pages 46-67 | Received 16 Dec 2017, Accepted 22 Jun 2018, Published online: 06 Aug 2018

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Konstanze Spohrer. (2024) Resilience, self-discipline and good deeds – examining enactments of character education in English secondary schools. Pedagogy, Culture & Society 32:1, pages 1-20.
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Nick Brooke. (2023) Fundamental British Values & the Prevent Duty in Scotland. Critical Studies on Terrorism 16:4, pages 700-719.
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Eleni Christodoulou. (2023) The development of UNESCO’s programmes for preventing violent extremism: educational norms, institutional politics and declining legitimacy. Compare: A Journal of Comparative and International Education 0:0, pages 1-20.
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Mathew Barnard. (2023) Textual space and its importance to school ethos and cultural pedagogy. English in Education 57:3, pages 202-218.
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Mathew Barnard. (2022) Theorising the meso-level space of school ethos and cultural pedagogy in relation to securitisation policy. Journal of Education Policy 37:6, pages 944-964.
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Mathew Barnard. (2022) A critical reconceptualization of the International Baccalaureate as a potential force for democratisation in global-heritage schools. Globalisation, Societies and Education 0:0, pages 1-13.
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Carol Vincent. (2022) The illiberalism of liberalism: schools and fundamental controversial values. Journal of Ethnic and Migration Studies 48:9, pages 2073-2090.
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Natalie James. (2022) Countering far-right threat through Britishness: the Prevent duty in further education. Critical Studies on Terrorism 15:1, pages 121-142.
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Samantha Schulz, Melanie Baak, Garth Stahl & Ben Adams. (2021) Restorative practices for preventing/countering violent extremism: an affective-discursive examination of extreme emotional incidents. British Journal of Sociology of Education 42:8, pages 1227-1245.
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Richard Race. (2020) Tea and the queen? Fundamental British values, schools and citizenship. British Journal of Sociology of Education 41:7, pages 1073-1080.
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Mathew Barnard. (2020) Leadership in non-white majority schools: the symbolic negation of distance. British Journal of Sociology of Education 41:7, pages 958-974.
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Babs Anderson. (2020) The securitisation of values: early years leaders experiences of the implementation of the prevent strategy. Ethics and Education 15:4, pages 426-443.
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Naomi Hodgson & Stefan Ramaekers. (2020) Digitisation, securitisation, and upbringing: interrelations and emerging questions. Ethics and Education 15:4, pages 391-412.
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Joel Busher, Tufyal Choudhury & Paul Thomas. (2019) The enactment of the counter-terrorism “Prevent duty” in British schools and colleges: beyond reluctant accommodation or straightforward policy acceptance. Critical Studies on Terrorism 12:3, pages 440-462.
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Articles from other publishers (14)

Anna Liddle. (2023) ‘Your School Needs You to Buy a Poppy’: Dominance and fragility in school remembrance practices. Education, Citizenship and Social Justice.
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Aram Ghaemmaghami & Naheem Jabbar. (2023) Delegated safeguarding or surveillance by proxy? Education: The prevent statutory duty in action. International Journal of Law, Crime and Justice 74, pages 100604.
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Francis FarrellFrancis Farrell. 2023. Fundamental British Values, Michel Foucault, and Religious Education Teacher Subjectivity. Fundamental British Values, Michel Foucault, and Religious Education Teacher Subjectivity 105 129 .
Carol Vincent. (2021) Belonging in England today: Schools, race, class and policy. Journal of Sociology 58:3, pages 324-341.
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Charlotte Heath-Kelly. (2022) Cold War Psychiatry, Extremism, and Expertise: The “Special Committee on the Political Abuse of Psychiatry”. International Political Sociology 16:1.
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Sue Caton & Roderick Landman. (2021) Internet safety, online radicalisation and young people with learning disabilities. British Journal of Learning Disabilities 50:1, pages 88-97.
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Christine Winter, Charlotte Heath-Kelly, Amna Kaleem & China Mills. (2021) A moral education? British Values, colour-blindness, and preventing terrorism. Critical Social Policy 42:1, pages 85-106.
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Matthew Clarke & Martin Mills. (2021) “We have never been public:” Continuity and change in the policy production of “the public” in education in England. European Educational Research Journal 21:1, pages 13-28.
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Ian CushingIan Cushing. 2022. Standards, Stigma, Surveillance. Standards, Stigma, Surveillance 77 124 .
Ian CushingIan Cushing. 2022. Standards, Stigma, Surveillance. Standards, Stigma, Surveillance 1 21 .
Jane McDonnellJane McDonnell. 2022. Reading Rancière for Education. Reading Rancière for Education 15 39 .
Sarah Pearce. (2021) The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysis. Journal of Research in International Education 20:3, pages 191-210.
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Ella Houston. (2020) Taking a Feminist Disability Studies Approach to Fundamental British Values. International Review of Qualitative Research 13:1, pages 64-80.
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Natalie James. 2020. The Prevent Duty in Education. The Prevent Duty in Education 139 158 .

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