作者: Jennifer van Krieken Robson
DOI: 10.1080/09669760.2018.1507904
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摘要: In 2015 the United Kingdom government harnessed early childhood education and care (ECEC) providers to its anti-terrorism strategy by placing them within scope of Counter Terrorism Security Act (Great Britain Parliament, 2015). They became subject ‘Prevent Duty’ which requires have due regard prevent people from being drawn into terrorism. However, promotion Fundamental British Values (FBV), as a specific measure young children terrorism, has raised questions about role ECEC sector an instrument counter terrorism policy. This paper analyses ways in practitioners mediated requirement promote FBV through their pedagogical practice. Although are commissioned mediate values formulated political arena (Eirnarsdottir et al, 2015) response was complex multi layered. Whilst public display compliance performative (Butler, 1997) everyday practice unconstrained instituted definitions FBV. Practitioners deployed contextual moral pedagogy (Basourakos, 1999) where construct understandings practices characterised rich democratic dialogues.