A Decade On: What it Means to be British in 2024
It’s 2014, and the coalition government is publishing its “Promoting fundamental British values as part of SMSC in schools” (catchy) advice for school leaders. It’s intention? To cement the teaching of British values into the spiritual, moral, social, and cultural development of students – in other words, a poor attempt at introducing young people to the United Kingdom that surrounds them, helping them “acquire a broad general knowledge of and respect for public institutions and services in England” and to encourage a demonstration of respect and tolerance for people of all faiths, races, and cultures. I’ve already rambled on about the dangers of poor, or a lack thereof, political education in “FYP Politics”, so I’ll leave that there. So, we know what the implementation of values teaching in SMSC sought to bring about in students when the advice was issued in 2014, but ten years on we’re still saddled with the question: what are “British values”.
In short, the advice dished out by the Cameron-Clegg ministry in 2014 held the following five as the key British values: respect for the rule of law, individual liberty, democracy, and mutual respect and tolerance for people of different beliefs. Now, A Level politics student, or in fact anyone with a small knowledge of ideologies, recognises that these five constitute a Liberal democracy – an ideological ideal, no? So, in turn, this must mean that the United Kingdom is a liberal democracy. Ten years on, can these five “British values” still be regarded so?
We can already scratch out the respect for the rule of law, Partygate certainly ruled that out, and mutual respect and tolerance for people of different beliefs? Well, Farage and his far-right sycophants have seen that off with their determination to legitimise their racism through a campaign against “illegal immigration” – a policy platform that even extends to the sacking of Greggs, Lush, and other high street favourites. PMs come and go at an astonishing rate, and things like Partygate, the PPE scandals, and far right violence say a lot more about who we are electing to office rather than what we are teaching to children about what it means to be British. 2024, however, has so far given us an opportunity to reflect on this question: what does it mean to be British?
It has now become conventional to assume that a “national identity” and a unifying definition of what it means to belong to somewhere is what is needed to prevent the spread of the polarised politics of hate and develop a tolerant and respectful society. This is especially believed to be the case in the United Kingdom, where multiculturalism has meant we need to shout about what we have in common. The United States tried to do this through a secular national faith, with students pledging allegiance to the flag each day and singing the national anthem. The US, however, is far from a unified, tolerant society, with violence and unrest that is unthinkable in the UK occurring almost daily in the land of the free and the home of the brave – but that’s just my observation.
So, forced unity – such as seen in the US – is not the answer, but attempting to unify the United Kingdom under lofty “British values” such as democracy and the rule of law? We can do much better than that.
I wanted to visit this topic as a Fellow at the Sixteenth Council thanks to my mum. She works in the education sector and is about to deliver a class on British values to her ethnically diverse group of students. As you can imagine each student will have a different idea of what it’s like to be “British”, each having different experiences of the nation they call home. Besides, we all know what it literally means to be British – a legal status of citizenship – yet how can we define Britishness when each individuals experience is so different. The black British experience is of course much different to that of White Britons, without even factoring in things like socioeconomic background – whilst unfortunately still often determined by race – and other factors like where you live, whether or not your parents are still together, and, of course, the choices you yourself make along the way.
Britishness is invested with meaning, and not too long ago was designed to exclude those who didn’t not meet the desired expectations of the ruling elite. Perhaps that is why people of other ethnicities who were born and continue to reside in the UK celebrate their parents’ or grandparents’ homeland – through song, cuisine, language etc. – and why their experience of growing up in Britain may be different to those whose Britishness has never felt threatened, forced, or otherwise undermined. If, for example, you were to ask a black American – African American – about where they’re from, they’d probably tell you “oh, I’m American”. Ask the same of a black Briton, and they might say “well, I’m Nigerian, but I grew up here”.
The differences in the way black Americans and black Britons identify themselves and introduce their heritage may speak to the success of the American mission to put a blanket secular faith of stars and stripes over the nation, but it certainly speaks volumes more about identity in the UK. Of course, black Americans and black Britons have their histories intertwined very differently, the former with the transatlantic slave trade and the latter with colonialism more broadly – two different arms of the same imperial power. Perhaps I’m letting my inner curiosity as a History student get the better of me here, but it remains that any attempt to blanket over such a diverse range of identities, cultures, and personal histories in the UK with a national identity and set of national values is a mistake.
Instead of looking to the US for inspiration we should be looking inward; yes, a national identity is vital for our performance on the global stage, but let’s not ensure that our actors are all dressed up in the same outfit. Let the fact that Britain is home to a great many cultures, languages, ways of life, cuisines, music, and histories unite us. Let the fact that we are different unite us in Britain. Trying to make one singular Britain for students and young people who have each had such different experiences of growing up in this nation will take us nowhere but round in a viscous circle.
Many historians, scholars, and activists are seeking ways to address and reconcile the darker aspects of Britain’s history. This is the way. My mum appreciates this, which is why, when she delivers her lesson on “British Values” next week, she will begin by asking her students “What does it mean to be British?” and take it from there.
As we all should.
Archie Rankin is a Fellow at the Sixteenth Council
