Contested belonging: Britishness in post-brexit education

Abstract

This paper presents findings from a three-year research project exploring how British state policies, particularly the Prevent strategy and the promotion of Fundamental British Values (FBVs), impact young British Muslims' identity formation and sense of belonging. Conducted in educational and community settings in Northwest England, the study used a participatory methodology involving 61 youth co-researchers. Data from focus groups, interviews, and interfaith school events reveal that these policies, though intended to promote cohesion, often reinforce exclusionary narratives and surveillance of minority communities. Young participants shared experiences of racism, marginalisation, and hybrid identity negotiation within a post-Brexit climate marked by cultural anxiety. This research argues for a critical rethinking of national identity and civic education, advocating for inclusive approaches such as interfaith dialogue and youth civic engagement as counterbalances to securitised policy frameworks. The paper also addresses the replicability of its participatory research design. It proposes practical policy interventions grounded in empirical evidence and intervention into the ideological mechanisms that shape British civic life.