This report explores the relationship between the espoused values of teachers, and those enacted through practice. Through the production of staff development materials the research is designed to make an impact on teachers and classrooms. It is argued that pupils need to be able to discuss and challenge those values that underpin their everyday experiences. The findings suggest that to approach values without considering the effects of schooling and the subject would not only lead to a missed opportunity, but would also undermine the validity of a school's role in the exploration of values. A 'bolt-on' approach runs the risk of disengaging pupils from a genuine exploration of values. However if subject teachers are prepared to consider what values the subject offers and how the subject can help pupils explore the values that they hold, it is likely to be more meaningfu
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