A case study inquiry into how dialogic practice influenced Year 7’s understanding of Britishness

Thumbnail Image

Authors

Shepherd, Jake

Issue Date

2021-03-01

Educational Level

Curriculum Area

Geographical Setting

Full item page

Abstract

This case study research concerns itself with controversies surrounding the Fundamental British Values (FBV) policy within secondary education and offers a persuasive case study which shows geography to be a promising subject for schools seeking a critical pedagogic response to the FBV policy. Dialogic practice in the form of students’ self-reflection was found to be influential in synthesising Year 7’s understanding of FBVs with strands of geographical learning. Finally, this research has purposefully positioned geography as a relevant and versatile subject, equipping students for life in modern Britain.

Description

Keywords (free text)

PGCE Secondary Geography , Britishness , British Values , Year 7

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/639

Link to Original Source

https://www.repository.cam.ac.uk/handle/1810/336193

License

https://www.rioxx.net/licenses/all-rights-reserved/
All Rights Reserved

Collections

Jotter: Journal of Trainee Teacher Educational Research Volume 12