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The purpose of this paper is to provide a platform for young British Muslims in Tower Hamlets to share their perspectives on British values and identity, in light of the increased pressure schools are facing to actively promote “British values”.

Three focus groups were convened of 16-18 year olds, two all-male (one with five and one with six participants) and one all-female (five participants). Discussions were audio recorded with the data subjected to a form of thematic analysis that divided the raw data into three different categories: individual, group and group interaction data.

All but one of the participants defined themselves as British, largely due to a strong connection with British values. A minority felt this understanding was reflected back to them by society. However, the majority felt that, as ethnically Bengali and as Muslims, the opposite was the case. By judging the strength of an individual’s Britishness against the strength of their adherence to British values the government’s British values agenda is only serving to reinforce the isolation of those that feel excluded.

While the identities of young people, British people, and Muslims have been widely explored, there is little research that looks at the intersection of all three.

After deciding to become agile, many information technology (IT) units struggle; they underestimate the needed managerial expertise to alter their current culture toward an agile one, particularly when cross-cultural (f)actors are involved. Given that work values are the key to an organizational culture, the study derived a set of agile work values of culturally diverse IT professionals together with a set of well-known generic work values. Consequently, the authors illustrate that managers in charge of the transition to an effective agile culture must pay serious attention to the specific value constellations of its often highly diverse workforce.

A literature review resulted in an initial list of agile work values. Then, mainly through a Delphi round, 12 agile-specific work values were established. These were survey rated, along with the validated set of 18 generic work values, by 102 British and Indian IT professionals in a digital service and consulting firm that was requested by its client to become agile. The observations made in 14 feedback group-interview-type dialogs enriched the surveyed data further.

In the current exploratory study, four generic value dimensions were complemented by two agile-specific ones: team communication and shared responsibility. Among the British and Indian (on-site and offshore) workers, only 2 of the 30 current work values were shared while 7 significant value differences were found, explaining the noted employee bitterness, productivity losses and client disengagement. This situation was reflected in the many discrepancies between the professionals' ideal agile way of working and how their unit was currently functioning.

The multi-method study shows an over-optimistic approach to becoming agile in a common cross-cultural context; insights are gained on how to optimize agile ways of organizing IT work when British IT workers collaborate with Indian IT workers. It may benefit many agile practitioners and managers working with(in) cross-culturally mixed and partly remote teams.

The previous literature has often focussed on Asian migrants’ acculturation to western cultures with data collected in the western contexts. The purpose of this paper is to explore western consumers’ acculturation to East Asian cultures and their consumption behaviour, which fulfils the research scarcity in this area.

This study was conducted via carrying out in-depth interviews with 18 British sojourners in China, exploring how they acculturated to Chinese culture, with a particular focus on their food and media consumption choices. This study applied inductive qualitative data analysis to build on but explore beyond existing theory.

The findings show that British consumers display a diversified acculturation strategy towards different products. They present an integrative approach to food consumption with a negotiable identity to host culture value whilst they adopt a separated approach relating to traditional media consumption, showing a non-negotiable consumption stance. They apply an assimilated approach for pragmatic reasons in terms of social media adoption.

British sojourners in China hold a different cultural stance in different areas of consumption. The study contributes to existing theory by arguing the complexity of a continuous negotiation process between different value systems in sojourning consumers’ consumption choices, which existing acculturation models have not yet examined. By emphasising the context speciality, the findings give marketers clear marketing implications when targeting sojourning consumers who declare their value stance via consumption practice.

An accessible resource on the role of teachers in perpetuating inequality through Prevent Duty, with guidance on how to change teaching practice to empower Muslim students.

The paper uses critical race theory (CRT) to interrogate power and Whiteness in the interaction of teachers and students when complying with Prevent Duty and delivering lessons on fundamental British values. This is illustrated through a constructed narrative between three characters in a London school, and offers a Freirean approach to empowering students through Prevent delivery.

A disproportionately White profession is acting in what they perceive to be the best interest of their students, while failing to interrogate their own position of power and not creating opportunities to be guided by Muslim voices. As a consequence Muslim students continue to be oppressed.

Teachers can disrupt Prevent Duty while complying with its legal obligations by interrogating their own position of Whiteness. They can work with students to ensure Muslim voices lead discussion around Prevent and the inequality in society that is being reproduced by Prevent Duty.

There is potential for good teaching practice to overcome the structural racism and continued inequality experienced by diverse Muslim communities.

The paper is an accessible application of CRT to Prevent Duty, a resource for teachers, students and activists. It can help in the recognition of the potential for even well-meaning teachers to act in ways that perpetuate inequalities. It provides a clear set of suggestions for teaching practices that can overcome this.

Before the British colonial regime, Muslims in South Asia recognized a transnational notion of education that stretched on all sides, including the Middle East, Africa, Europe, and Central and South-East Asia, with a great social awakening and consciousness about the importance of inclusive education. Academia included theological and secular subjects and focused on producing thoughtful, sophisticated, and confident individuals ready to defend their beliefs with sound knowledge and reasoning. However, the British Raj in the 19th and 20th centuries had a lasting and indelible impression on the Muslims and the Islamic education system. British colonial regime challenged the theological discourse and education and compelled a Western style of education. These transformations in the education system raised several dilemmas and impasses for the Muslims of South Asia. Pakistan has remained a silent recipient of this tension underpinned in its educational systems even before its inception. This chapter traces the roots of education systems operating in Pakistan starting from the ninth century with the victory of Mohammad Bin Qasim through the 19th-century colonial rule of Great Britain until today, when the country offers a blend of diverse education systems. The study explores values embedded in different education systems operating in Pakistan. It is essential to understand the values inherent in these systems to see the harmony or conflict prevailing as a consequence which might have repercussions for the different societal segments and communities. Renewed focus toward value realization will facilitate refining educational frameworks and a promise for the acceptance of global and international advancements.

There is a vast literature on managers' values and beliefs. However, there have been very few attemps to identify British managers' values or beliefs and relate them to employee relations practice. Marsh's survey of practice included questions on managerial values but this researcher did not attempt to develop a set of values which could explain differences between organisations. The objective of the current research reported here was to identify a paradigm of values and beliefs about employee relations as a basis for understanding differences in practices. The central proposition for the research was: There are among British managers identifiable values and beliefs about work, employment, management, effective organisations and the role of government in employee relations to explain, in part, differences in employee relations practice.

The purpose of this paper is to review and synthesize published studies and practice in the “integration” of ethnic and religious minorities in Britain and The Netherlands, 1965-2015, drawing out implications for current policy and practice.

This paper is an evaluative review and report of results of work on citizenship education for young Muslims and their peers in English schools.

Young Muslims have positive attitudes to “good citizenship”, as Islamic socialization makes them particularly responsive to citizenship messages. But there is hard-core racial prejudice and Islamophobia in about 25 per cent of adults. In The Netherlands, this xenophobia has supported far-right politicians who are strongly anti-Muslim. This paper cites evidence that continued prejudice may lead to alienation and radicalization of some minorities.

Unchecked prejudice concerning minorities can have negative implications for both majority and minority groups – this broad hypothesis deserves further research in both Dutch and British societies.

In Britain, success in Muslim schools in fostering positive citizenship implies that Muslim groups can maintain “quiet dignity” in following Islamic pathways to good citizenship.

State support for religious-foundation schools should be offered to all religious groups and should not be withheld from Muslim minorities for “security” reasons.

This overview by two Muslim educators offers new insights and proposals in the acceptance of Muslim minorities in Europe.

The purpose of this study is to examine the mediation exit option, which is one of the most important tactics available to any third party mediator.

The paper analyzes a crucial intermediary channel between the Irish Republican Army (hereafter IRA) and the British Government utilizing unique material from the private papers of the intermediary, Brendan Duddy, including diaries that cover periods of intensive communication, extensive interviews with the intermediary and with participants in this communication on both the British Government and Irish Republican sides as well as recently released official papers from the UK National Archives relating to this communication.

The study reveals how the intermediary channel was used in order to get information, how the third party and the primary parties traded in asymmetries of information, and how the intermediary utilized the information advantage to increase the credibility of his threats of termination.

The study outlines an avenue for further research on the termination dynamics of mediation.

Understanding the conditions for successfully using the exit‐option is vital for policy‐makers, in particular for peace diplomacy efforts in other contexts than the Northern Ireland one.

The paper challenges previous explanations for why threats by mediators to call off further mediation attempts are successful and argues that a mediator can use the parties' informational dependency on him in order to increase his leverage and push the parties towards settlement.