As noted in the last chapter, the FBV requirement is expressed in a generally worded policy text. The values themselves – democracy, the rule of law, individual liberty, mutual respect and tolerance – are examples of what Edelman (1964) called ‘condensation symbols’, concepts that invoke positive emotional reactions while remaining broadly defined in order to generate as much consensus as possible. This abstract emotionality precludes recognition of these values as subject to differing interpretations. Unsurprisingly all the teacher-respondents voiced support for these values (see also Janmaat, 2018 on young people's support for the FBV). Indeed, to speak against them is evidence of ‘extremist’ belief according to the 2015 Prevent duty guidance (Home Office, 2015: 2). The only value that generated any criticism was tolerance, with a minority of respondents noting that tolerance is a limited emotion, ‘an intermediate between whole- hearted acceptance and unrestrained opposition’ (Scanlon, 2003: 187) and is dependent on the generosity of those doing the tolerating. This limitation is especially clear when ‘tolerance’ is uncoupled from ‘mutual respect’, as in local versions of the FBV policy (from some schools and advisory organisations), which identify five rather than four separate values. Additionally, inherent in the concept of toleration is the power notto tolerate (e.g. Horton, 1996: 28; Bowie, 2018). As one teacher said, “ ‘Tolerance’ has really negative connotation of ‘we will put up with you’ “ (Rose, Valley High, urban area, mixed class, multiethnic population).

A key characteristic of the generally worded policy text has been the limited guidance on how to enact promotion of the FBV. Therefore, schools have responded differently, although there are observable patterns. Here, and in Chapter Five, I have identified four main approaches: Representing Britain, Repackaging the FBV, Relocating the FBV and Engagement with the FBV(the latter is discussed in Chapter Five). These are not entirely discrete, however, and some of the case study schools drew on a mixture of responses.