A case study inquiry into how dialogic practice influenced Year 7’s understanding of Britishness
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Authors
Shepherd, Jake
Publication Date
2021-03-01Journal Title
Journal of Trainee Teacher Educational Research
ISSN
2043-8338
Publisher
Faculty of Education
Volume
12
Pages
35-64
Type
Article
Metadata
Show full item recordCitation
Shepherd, J. (2021). A case study inquiry into how dialogic practice influenced Year 7’s understanding of Britishness. Journal of Trainee Teacher Educational Research, 12 35-64. https://doi.org/10.17863/CAM.83614
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.
Keywords
PGCE Secondary Geography, Britishness, British Values, Year 7
Identifiers
This record's DOI: https://doi.org/10.17863/CAM.83614
This record's URL: https://www.repository.cam.ac.uk/handle/1810/336193
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