British Values: Teaching

Kevin Brennan Excerpts

Wednesday 25th June 2014 Westminster Hall

[Sir Tony Baldry]

Well then, the full version of my speech will be found on my website, www.tonybaldry.co.uk. This is the abridged version.

We are grateful to the right hon. Member for Southampton, Itchen (Mr Denham) for introducing this debate. I do not think we agree with his analysis.

The inscription on the second world war memorial in my school reads: “Whatever hope is yours, Was my life also”. Later this year, we commemorate the centenary of the start of the great war. A good starting point for defining British values would seem to be exactly what our fathers, grandfathers and great-grandfathers considered to be the values they were fighting for in those wars.

I think the first value, which I am sure we have learned over the centuries, is that of tolerance—the need to tolerate others and the need, in particular, for religious tolerance. That is perhaps not surprising, because there was a terrible legacy of religious intolerance in this country during the Reformation and the counter-Reformation, which led to our recognising that we needed to get along with and tolerate each other. Unlike some other countries in Europe, in Britain we have generally never had hang-ups about religious emblems, such as crucifixes, being displayed in schools or public buildings.

[Kevin Brennan (Cardiff West) (Lab)]

Will the right hon. Gentleman give way?

[Sir Tony Baldry]

Come on. The hon. Gentleman has 10 minutes; I have only five, for heaven’s sake.

Of course, tolerance is not absolute. One of the great challenges for liberal democracies that has to be learned is what the acceptable boundaries of tolerance are. In the first week of sixth form at my school, my contemporaries and I were set an essay by our head master, John Ounsted, entitled, “To what extent should the tolerant tolerate the intolerant?” It is good for schools to consider the appropriate way not only to promote tolerance, but to deal effectively with intolerance.

Closely related to the need to understand and learn tolerance is the understanding of mutual respect, or what Quakers have traditionally described as “finding that of God in every man”. I have visited primary and secondary schools in my constituency for more than a third of a century, and my impression is that schools are extremely good at seeking to promote mutual respect among pupils.

Tolerance of others, a belief in freedom and the importance of democracy are, therefore, all fundamental British values. And they are British values—these are not lists. Some of those who have described British values have simply described lists. When John Betjeman was asked to describe Britishness, he wrote of

“Books from Boots’ and country lanes”,

but such things are not values; they are games of word association about things people at any time might associate with Britain, and the word associations are constantly changing. What we need is a focus on values.

In the short time I have, I would like to make a point that it is easy for me, as Second Church Estates Commissioner, to make. Nothing in what the Government propose should be seen as being in any way intended or likely to be anti-Muslim because it seeks to promote British values. At the start of her diamond jubilee year, the Queen made a visit to Lambeth Palace to meet faith leaders. I was fortunate enough to be present in my capacity as Second Church Estates Commissioner. Her Majesty the Queen made a short, but moving speech, which I have no doubt she wrote herself. This was a personal comment. She said:

“This gathering is a reminder of how much we owe the nine major religious traditions represented here…Our religions provide critical guidance for the way we live our lives, and for the way in which we treat each other…Here at Lambeth Palace we should remind ourselves of the significant position of the Church of England in our nation’s life. The concept of our established Church is occasionally misunderstood and, I believe, commonly under-appreciated. Its role is not to defend Anglicanism to the exclusion of other religions. Instead, the Church has a duty to protect the free practice of all faiths in this country.

It certainly provides an identity and spiritual dimension for its own many adherents. But also, gently and assuredly, the Church of England has created an environment for other faith communities and indeed people of no faith to live freely. Woven into the fabric of this country, the Church has helped to build a better society—more and more in active co-operation for the common good with those of other faiths.”

In other words, part of British values is about having the tolerance and mutual respect to respect and, beyond that, protect the free practice of Islam in this country. However—to go back to my earlier comment about the tolerant not tolerating the intolerant—that does not mean protecting the teaching of Islam if that teaching perversely seeks to suggest that Islam is opposed or hostile to other faiths or values.

Her Majesty went on to say:

“Faith plays a key role in the identity of many millions of people, providing not only a system of belief but also a sense of belonging. It can act as a spur for social action. Indeed, religious groups have a proud track record of helping those in the greatest need, including the sick, the elderly, the lonely and the disadvantaged. They remind us of the responsibilities we have beyond ourselves.”

That is perhaps another important British value: loving one’s neighbour as oneself, accepting personal responsibility and accepting responsibilities to oneself, one’s family and the community in which we find ourselves.

That advice from Her Majesty the Queen was very sensible, and I see no reason why it is not possible to ensure that all schools promote fundamentally decent British values. Those values bring us all together.

--- Later in debate ---

[Kevin Brennan (Cardiff West) (Lab)]

I welcome this debate and congratulate my right hon. Friend the Member for Southampton, Itchen (Mr Denham) on securing it and on his, as ever, thoughtful speech.

We have had quite a lot of discussion about British values, but not perhaps as much about the teaching side of things—perhaps we will get more of that in future debates. Nevertheless, it has been a fascinating debate and I congratulate all the hon. Members who contributed to it. I will mention the right hon. Member for Banbury (Sir Tony Baldry) in a moment. The hon. Member for East Hampshire (Damian Hinds) used the phrase “E pluribus unum”, but of course it was much later that that was interpreted as bringing together different peoples from different parts of the world. In its original sense, it was more about the states coming together and forming a union. However, there was much to agree with in his remarks.

As ever, the hon. Member for New Forest East (Dr Lewis) made a thoughtful, intelligent speech. He said he was brought up in Wales. I was brought up in Wales, with a Welsh mother and an Irish father. My father always insisted that I was Irish, but I never accepted it and still do not, although I am proud of that heritage. I have always thought of myself as Welsh and British. The hon. Member for Dover (Charlie Elphicke) said he hoped that Scotland would not break away from the United Kingdom. I endorse that sentiment. The hon. Member for Hexham (Guy Opperman) mentioned his German ancestry and bragged about the size of his following, much to the derision of Government Members. He made a thoughtful contribution to our debate.

I am glad to see the Minister here. I thought that the Schools Minister might have come along to respond to the debate, as teaching featured in its title. Perhaps that is because, as we understand from press reports, the Deputy Prime Minister is a bit uneasy about the new Government policy on a consultation on British values. If so, that is a shame, because I agree with my right hon. Friend the Member for Southampton, Itchen: it is important that we debate what this means and what its implications are, and I welcome that.

A couple of weeks ago, I attended a moving event in my constituency where Councillor Ali Ahmed of Cardiff was honoured by the Bangladeshi community on becoming the deputy lord mayor of Cardiff. His opening remarks at that event were: “I’m proud to be a Muslim, I’m proud to be a Welshman, I’m proud to be a British Bangladeshi and I’m proud to be the deputy lord mayor of Cardiff.” In saying that, he showed what we all want from British values and what we all want in our communities: the opportunity for everyone, from whatever background, including the humble, poor background in Bangladesh of Ali Ahmed and his family, to succeed and fulfil their potential. I found that event moving.

I wanted to intervene briefly on the right hon. Member for Banbury, because he mentioned the values that our fathers and grandfathers fought for. It is always important to remember that on the Menin gate in Ypres are the names of Muhammad Aslam, Abdullah Khan, Ahmad Khan and Muhammad Usman—soldiers who fought alongside our grandfathers and fathers in previous wars. We sometimes forget that the grandfathers and fathers of many of those in the immigrant community in Britain today fought alongside British soldiers in those wars and that they are here because their grandfathers and fathers were part of the British empire’s Army at the time. We should always remember that strongly in our discussion of British values.

I echo the comments that my right hon. Friend the Member for Southampton, Itchen made about Wales, Scotland and Northern Ireland—the other parts of the UK. When the UK Government kick off such a debate—but in an England-only jurisdiction—it is important that we should also talk to colleagues to the devolved Administrations and involve them in it, otherwise there is a danger of it becoming isolated and more about Englishness than Britishness. Those perspectives are important, as are the perspectives of the various minority ethnic communities that were discussed in this debate.

The context for this debate is undoubtedly the Trojan horse incidents in Birmingham. Ultimately, things have come to a head because warnings given about what might be developing there were not heeded quickly enough, and one reason for that is that systematic problems in our education system have developed, allowing such developments to become likely. The current system is inadequate and fragmented, and there is a dangerous vacuum. Only last night—the hon. Member for Bradford East (Mr Ward) will know this—the principal of Kings science academy was re-arrested on suspicion of fraud in relation to that free school. There is a vacuum that we need to address. I will say more about that in a moment.

We also need to look at the reset button a little bit on faith in our schools and revisit what that is all about. Of course, the schools involved in the Trojan horse affair were not faith schools, but we should restate and be clear that no publicly funded school should be a place for indoctrination or proselytisation. Faith-based education can be positive—some of the finest schools in this country are faith-based schools—but they must still respect and understand other views. Indeed, all publicly funded schools should be clear that it is unacceptable for such indoctrination or proselytisation to take place and that it forms no part of any publicly funded school, whether faith-based or not. I think all the faith-based education services would accept that principle—indeed, I think I am using the exact words of the Catholic Education Service in that regard.

I agree with my right hon. Friend the Member for Southampton, Itchen that undermining citizenship teaching has not helped the situation. De-emphasising pupil and student voices in the system has not helped either. Yesterday I spoke to a group of articulate year 10s from a community school in London who were visiting the House of Commons, and their insights on this and other issues were important. With the fragmentation, there is also a danger that we are marginalising the parental voice in the system. With the growth of large academy chains that are accountable to no one, so-called autonomous local schools are often being dictated to by those large academy chains, more than local authorities ever did and with no accountability whatever.

We need a debate about British values, but that conversation must include the young people involved who are in the schools, as my right hon. Friend said. It must be a debate about British values, not about an imagined Britain glimpsed through the rose-tinted spectacles of the Secretary of State for Education. As usual, with this story he hit the headlines but rather missed the point. British values cannot be the product of a Secretary of State for Education’s solipsistic ruminations; they have to be shared and must arise from a common feeling among the diverse communities and generations in this country. Our schools should be in the business of teaching those values through the ethos of the school as much as in formal lessons, and it should be as much about the debating of the values as about inculcating them.

Schools should, first and foremost, be safe havens of learning that promote respect, tolerance and hard work, and encourage debate and discussion—I say that as a former teacher. They should also promote community cohesion, as they are required to by law, although they are no longer inspected on for that. We have seen how quickly things can go wrong where that is not made clear and where it is not monitored.

There is a danger that the Government are sending out mixed messages. If citizenship is talked down and undermined as a subject, but then they decide that it will be kept in the national curriculum, is it any wonder that people are confused? In a system where most secondary schools do not have to teach citizenship, because they are not required to teach the national curriculum, it is no wonder that heads, teachers and governors, as well as parents, can become confused about what is expected of them in relation to teaching citizenship and British values. That is why, if we really are to promote these values in our schools, we need a mechanism to ensure that all schools do so.

We have proposed a new approach to local accountability, through directors of school standards. We believe that, had our approach been in place in 2010, the Department for Education would not have ignored the warnings about Birmingham. In requiring collaboration between schools, different groups could be brought closer together.

This is an important debate for this country and our schools, and we need more than headline-grabbing soundbites from the Secretary of State to tackle the great challenge.