ollowed by the terrorist attacks in London of 2005.
Conway particularly criticises the new Identity and Diversity strand, added to the teaching of citizenship on the recommendation of the report Our Shared Future produced by the Commission on Integration and Cohesion. This calls for the teaching of issues such as Britishness and the United Kingdom in such a way as 'to undermine in the minds of schoolchildren any notion that Britain had ever enjoyed cohesion' (p.113). The approach to immigration is, to say the least, contestable, and slavery is to be taught in such a way as to 'place native white Britons in the worst possible light' and to deprive white schoolchildren of 'any form of vicarious pride at the vanguard role their countrymen took in ending it' (p.114).
The report is based on the theory of Interculturalism which calls for the celebration of every culture, with no privileging of the host culture. Unsurprisingly, white children, especially those from working-class homes, exposed to this 'experienced themselves as having an invisible culture, or being even cultureless' (p.115).
Conway argues, on the contrary, that the tried-and-tested way by which societies that have experienced substantial immigration have found cohesion is through immigrant assimilation. Consequently, immigrants should accept the liberal political culture of this country and become proficient in its native language. This does not require them to discard all the traditions of their countries of origin, provided these are compatible with the basic values of this country including democracy, toleration, freedom of speech, universal moral principles, the rule of law, no coercion in religion and one law for all.
Ofsted a 'toothless tiger'
Conway considers the argument that faith schools are divisive and should be banned, but rejects it on a number of grounds.
- It would be unfair for the state to fund schools but refuse to fund faith schools, when parents indicate a preference for faith-based education and members of relevant faith groups are prepared to bear the extra costs incurred
- Faith schools have better than average educational outcomes, and thus prepare their students more effectively for the world of work, which in itself promotes cohesion
- Faith schools have a good record of preventing the bullying of members of minority groups
Conway acknowledges that there are concerns about some independent Muslim schools, run by groups with affiliations to extremist elements of Islam. However, he argues that 'Islam is no more inherently illiberal than other major religions' and if there were more Muslim schools in the maintained sector it would strengthen the position of moderate Muslims. In so far as some independent Muslim schools are damaging social cohesion and even threatening the safety of the wider community, we rely on Ofsted to exercise 'their current powers of inspection and regulation to enforce compliance with all the statutory requirements schools must fulfil to be able lawfully to operate' (p.138). Unfortunately Ofsted seems to have become a 'toothless tiger in relation to many independent Muslim schools', some of which 'will remain a grave potential threat to community cohesion no matter what they might be nominally required to teach. It is not faith schools as such that pose a problem for community cohesion today. Rather it is the agencies of the state responsible for their inspection and regulation… As with so much else that is wrong in British life today, the remedy lies in government doing less, but in doing that less much better' (p.139).
For more information contact David Conway on: 020 7799 6677
Disunited Kingdom: How the government's community cohesion agenda undermines British identity and nationhood by David Conway is published by Civitas, ISBN 978-1-906837-05-1, price £12.75 inc pp. Tel 020 7799 6677.
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