ABSTRACT
In Britain, values have recently become more prominent in political and educational discourse—in government statements and in the policy and endeavours of the educational agencies of government, especially the Office for Standards in Education (OFSTED) and The School Curriculum and Assessment Authority (SCAA)/Qualifications and Assessment Authority (QCA). On taking up office in May 1997 the new Prime Minister, Tony Blair, spoke of a commitment to ‘decent values’. During his speech to the Labour party conference in the autumn of 1997 he set out ‘Labour Values’. He said: ‘They are what makes us the party of compassion; of social justice; of the struggle against poverty and inequality; of liberty; of basic human solidarity…’ (Runnymede Bulletin 1997). Translated into educational terms, the White Paper, Excellence in Schools (GB Parliament HoC 1997) speaks of ‘equality of opportunity’, ‘high standards for all’, ‘valuing our teachers’ and ‘self-esteem’. Notably, it states ‘We are committed to ensuring that teaching is seen as a valued and worthwhile career for our best young people; a profession that is recognised and valued by the wider community’ (p. 46). These challenges are at the heart of values education in a culturally plural society.
