Researching the promotion of fundamental British values in schools
Researching the promotion of fundamental British values in schools
Chapter 3 discusses the processes of ‘policy enactment’ (Ball, Maguire and Braun 2012). This term is used to emphasise that there is no simple straight line between what a policy text states and what happens on the ground. Enactment describes the processes by which teachers interpret and reinterpret national policy, translating it to fit their own contexts. In the discussion, I consider the importance of what has been called the affective policy ‘tone’, in shaping enactment, drawing on Ben Anderson’s work to describe the affective characteristics of the wider social and political climate. The chapter also outlines the current education policy context in England, emphasising the key role of high stakes testing in shaping teachers’ work lives and the emphasis on traditional academic subjects, leading to the marginalisation of citizenship education described in Chapter 2. The chapter finishes by introducing the schools involved in this research. They consist of nine case study schools and eight schools that were visited for a one-off interview.
Keywords: Affect, Policy enactment, Schools, Curriculum, High stakes testing, Inspection, Research
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