British Values: Teaching

Andrew Smith Excerpts

Wednesday 25th June 2014 Westminster Hall

[Mr Denham]

I will come precisely to that point in due course. I hope that hon. Members in the Chamber will bear with me. I have been through the history, because it is important to understand that we have debated some of these things before. If we do not understand what went wrong in the past, we will not get it right in future. The key point I am trying to make is that unless we support schools and teachers to do such work, none of the regulations or the speeches we make will make any difference to anybody. As Sir Keith Ajegbo’s review of diversity and citizenship reported, such work is not possible without support for teachers and the teaching methods that they need. He made this crucial point:

“In order for young people to explore how we live together in the UK today and to debate the values we share, it is important they consider issues that have shaped the development of UK society – and to understand them through the lens of history.”

[Mr Andrew Smith (Oxford East) (Lab)]

I congratulate my right hon. Friend on securing this important, timely and interesting debate. Following the earlier intervention, I put it to him—I do not say this tritely—that there is a problem in all this, because the right not to share some British values or some part of those values can, in itself, be argued to be a British value. The very act of trying to define this too narrowly can accentuate, rather than lessen, a sense of difference.

[Mr Denham]

How we handle difference is undoubtedly one of the British characteristics that students need to understand. I will talk about doing it in the right way and doing it in the wrong way in a moment.

Having said that teachers need support, the second point that I need to draw from history is that values mean little without an understanding of the history that has shaped them. Students need to be able to debate and explore values rather than simply being taught them. The Prime Minister spoke recently about Magna Carta. To get from Magna Carta to where we are today, we have to go through quite a period of burning bishops, cutting the heads off kings, fighting civil wars, invading other countries, being invaded and calling it a Glorious Revolution, trade union campaigns, women’s suffrage and all the rest of it. We can make no sense of our British values without understanding the history of how we came to be where we are.

Let me set out my concerns about what the Government are proposing. Hon. Members will have gathered that I agree with and support the idea of promoting British values. First, the Government have spent much of the past four years undoing the good work that was going on in schools. Secondly, they are expending far more energy on constructing a legal basis for intervening in schools than they are on helping teachers to promote British values. There are simpler ways of dealing with the sorts of problems we have seen in Birmingham. Thirdly, the legal definition of British values leaves too many contentious questions unresolved and carries too many risks. Fourthly, all attention has been focused deliberately on one community—the Muslim community—and not enough on addressing all those who will share in shaping Britain’s future. Fifthly, the Government have neglected the fact that we have multiple identities. I am English every bit as much as I am British. British values, as the Chair of the Home Affairs Committee, my right hon. Friend the Member for Leicester East (Keith Vaz), has said, are seen through the prism of many other identities. Finally, there is too little practical support for schools, as I have said.

For four years, the Government have actively undermined good work in schools. Citizenship education has been weakened and Ofsted’s legal duty to inspect school promotion of community cohesion was ended in 2011. The Government promoted schools with greater autonomy to set their own curriculum and determine their own intake. The Government have funded free schools such as the Al-Madinah school in Derby, and they should not be surprised if their rhetoric encouraged the idea that schools could be narrowly tied to one part of the community or one set of parents. Faced with the consequences, the Government are now scrambling for new powers to intervene.

In current law and in the Government’s proposals, British values are set down as democracy, the rule of law, individual liberty, mutual respect, and tolerance of those of different faiths and beliefs. No one will argue much with those. However, twice recently the Prime Minister has given different lists. He has spoken, for example, of accepting personal and social responsibility and of respect for British institutions, but in neither case did he say what he meant. Those are not in the Government’s proposals, and such sloppiness does not bode well for the future. British values cannot mean whatever the Prime Minister of the day, or a Secretary of State, means them to be. British values are crucial, but they are not unchanging. The Britain I was born into was commonly racist and deeply homophobic. Much has changed today.

None of the values listed explicitly challenges racism, sexism or homophobia. We have to dig into the draft regulations to read that British values are to be interpreted as meaning the Equality Act 2010. I wonder how many commentators, or indeed Government Members, realise that the Act is now the legal baseline for British values. I welcome the Act, but even I would hardly describe it as a timeless British value. What that tells us is the importance of students understanding where such statements of values come from and what they mean today. Students have to know the history, the arguments, the campaigns and the political disputes that have led to changing attitudes. It is better to see the Act as a snapshot of where our national debate had reached in 2010. Not everyone will support the Act’s values, which is the point made by my right hon. Friend the Member for Oxford East (Mr Smith).

This Parliament has sanctioned gay marriage, despite the opposition of England’s established Church. Upholding the law means respecting gay marriage, but where does that leave the millions of people, of many faiths, who believe that gay marriage is wrong? To me, a key part of Britishness is the principled and practical compromises we reach to handle such differences. Those compromises are complex, subtle, ever-changing and democratic. Those of us who have met concerned constituents will agree that, in the best sense of the word, Britishness does not lend itself to law, but I will make this point: once the Government’s regulations are challenged, as they will be when they are used as the basis to intervene in schools, it will be the courts that define what British values mean. Instead of being dynamic and constantly evolving, judges will say what British values are. Given how many Government Members are exercised by what judges have done with the European convention on human rights, I am surprised that the Government want to give judges the power to decide what it is to be British.

--- Later in debate ---

[Damian Hinds (East Hampshire) (Con)]

It is a great pleasure to see you in the Chair, Mr Bone. I congratulate my fellow Hampshire MP, the right hon. Member for Southampton, Itchen (Mr Denham), on securing the debate and on his interesting and challenging speech, in which he made a number of important points. It is also a pleasure, of course, to follow my right hon. Friend the Member for Banbury (Sir Tony Baldry).

I welcome the debate on this issue, both here today and more generally, and I welcome the consultation that the Government have launched. The debate would be useful and important even without what we have learned through the Trojan horse revelations. Clearly, there are some shared British values, but in a time when young people can be exposed to all sorts of influences, particularly as a result of technological change, it is important to restate—or, in some cases, just state—what those values are.

We have a more diverse society than we have ever had, and I think all of us here welcome the richness that that has brought. However, we also need to think about the word “multicultural”, which means different things to different people. We need to think about its positive connotations, but also about its drawbacks.

On the great seal of the United States is inscribed “E pluribus unum”, a compelling phrase. However, the United States has had a lot more time to think about what it means and to put it into practice. We, in our country, need to address what can be—indeed, what we love being—“pluribus” and what we need to be “unum”, and how wide that list should be.

We tend to be quite reticent about discussing Britishness. We are patriotic, but we tend to be reserved about expressing that. In America, people occasionally have debates about the pledge of allegiance to the flag, but our schools often do not have the flag to pledge allegiance to. Today’s debate turns on three important questions. First, what is in the core set of British values? Secondly, how should we express them? Thirdly, should we teach them, and, if so, how should we teach people about not just their existence, but their primacy in British life?

There are at least four—possibly more—different expressions of Britishness, which should not be conflated, although they sometimes are. The first relates to true core values: things such as tolerance, freedom of thought, freedom of religion, respect for the law, and a belief in the democratic ideal and the equality of citizens. Just because those are British values, that does not, of course, mean they must be uniquely British values; we share them with a number of other countries. It is also true that how they are manifested is not immutable. The values stay constant, but, as the right hon. Gentleman said, how they are expressed and what they imply changes over time.

Secondly, there are the principles that underpin our society and its operation. I will come back to this, but it includes things such as representative liberal democracy and an organic constitution, and the role of independent institutions, a free media and the rule of law. Those are fundamental, but they are not necessarily that widely understood; indeed, aspects of them are not even always entirely welcome—for example, the way in which liberal democracy, as opposed to pure majority democracy, can work.

Thirdly, there are things that are clear majority views, which are sometimes talked about as British values, such as a belief in our national health service and in public service broadcasting through the BBC. However, those are beliefs, not core values, and people’s views on them can change. I would suggest that just thinking that the Belgian health care system is worth looking at does not make someone un-British.

Fourthly, there are all manner of traits and characteristics, such as a sense of humour; a distrust of power; respect, but not undue respect, for others; and a love of a rich and permeable cultural base in music, film and food. We cannot promote those things in school, and nor should we try to, but they are still an important part of being us and of our shared destination.

What, then, should we do in schools? The first and most important thing to say is that it is a journey, rather than a destination. We can all easily agree about the negative side: we can agree about keeping extremists out of schools and about girls not being disadvantaged in their learning in class. We can also agree that public funds clearly should not be used on school trips available only to members of one faith.

What we do on the positive side, however, to promote British values is a lot harder. I have found no better description than that in the academy model funding agreement, which talks about

“respect for the basis on which law is made…support for participation in the democratic processes...equality of opportunity…liberties for all within the law…and tolerance of different faiths and…beliefs.”

I welcome what the Government propose to do to strengthen what is called the “spiritual, moral, social and cultural” standard and actively to promote such values. However, there remains the big question of how. At the sharp end, I certainly welcome what the Government are doing on no-notice inspections, removing school leaders who fail to protect their pupils and strengthening the rules on barring teachers who have knowingly brought extremism into school.

More generally, turning to the idea of positive promotion, there is a need for a big national conversation. That will not happen overnight. There is a debate to be had about the extent to which such things can be taught rather than caught. Personally, I am a bit of a sceptic about the idea that someone can stand at the front of a class and say, “Today we are doing British values.” Those are things that permeate in other ways.

[Mr Andrew Smith]

Will the hon. Gentleman give way?

[Damian Hinds]

I am very short of time—very quickly.

[Mr Smith]

In implementation, is it not crucial for children and young people to be helped to develop their critical ability to question what they are taught, wherever it comes from?

[Damian Hinds]

The right hon. Gentleman is right, and one should not underestimate the importance of space in class for discussion, as well as more formal debates in schools, and other things of that kind.

There is much more that I want to say, but I will just talk about history in the curriculum. What I say will echo, a little, what the right hon. Member for Southampton, Itchen said. We should tell the great British story and face up to the parts of it that we are not so proud of, but I would like more appreciation of the development of the institutions in and of our democratic system. Those are not British values per se, but they reflect and reinforce them. I am less bothered about young people learning about the mechanics of voting or which competencies are reserved for the devolved Administrations versus the UK Parliament, but I am bothered about a greater, broader understanding of the nature of representative liberal democracy and its superiority not only to autocracy—which is pretty obvious to everyone—but to the tyranny of the majority. With it go the freedom of the media and independent institutions, the protection of minorities and the rule of law. Those things need not be dealt with as an add-on; they can be understood through history taught in a rigorous academic way.

I have two concerns: the first is that we should not conflate the issue with a general debate about secularism. The “Trojan horse” schools were not faith schools. Faith schools in general get above-average results and are popular with teachers. Having attended one, I can confirm that its ethos and what we did there did not inhibit my inquiring mind or stop me appreciating and valuing the differences in others; if anything, it enhanced those things. Faith schools can also be incredibly diverse. There is a Catholic primary school a mile from here and 95% of its pupils are of one faith, but they speak, between them, 32 different mother tongues. More than nine tenths of them have English as an additional language. It is fine to have a debate about faith schools, but it is a different debate from today’s.

There is a second concern on which I would like reassurance from the Minister, and that is the inherent danger in having someone—anyone—in charge of defining British values, not just now but 10 years from now. I call this the Semmelweis question. If anyone present does not know who Semmelweis was, it is because we are all over 40. Our children all know, because he is taught in every school in the country. I will not go into it now, but he was an Austrian who found out that hand washing would stop infections from spreading in hospitals. Someone decided that that would be taught in every school in the country; but it is not on the national curriculum. Whoever that person is, they have an awful lot of power. We need adequate ways to make sure that it is not the courts or politicians who are left to deal with such matters.

I welcome the debate and the swift action of the Secretary of State, but we must also allow an approach to evolve, and be alive to the dangers.