Heritage language education is not included in the national curriculum in England, and therefore formal learning and teaching of heritage languages are primarily achieved through complementary schools, which are part-time, community-led and linked to various ethnic and national backgrounds. This study focuses on Arabic complementary schools and…

This article explores the positioning of a sample of Arabic complementary language schools in the context of the UK government's discourse and promotion of so-called Fundamental British Values. While there is considerable social and political debate about radicalisation in Arab communities, teachers in the sample are deeply committed to a form of…

In order to understand better the way in which the emerging field of citizenship education is being characterised we reflect on work emerging from a higher education network (citizED) for citizenship education. Three of the four authors of this article are closely involved in that network. CitizED was established with funding from the Teacher…