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

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.