This edited volume is about diversifying the teaching profession. It is unique in its inclusion of multiple dimensions of diversity; its chapters focus on a wide range of under-represented groups, including those from lower socio-economic groups, Black and minority ethnic groups, migrants, the Travelling community, the Deaf community, the LGBTQI+ community and those of mature age.
The book includes contributions from Australia, England, Iceland, Portugal and Scotland, as well as a number of chapters from the Irish context, mostly emanating from projects funded under Ireland’s Higher Education Authority’s Programme for Access to Higher Education (PATH): Strand 1—Equity of Access to Initial Teacher Education.
The book also critically engages the rationale for diversifying the profession, arguing not only that representation still matters, but also that ultimately teacher diversity work needs to encompass system transformation to achieve a diverse, equitable and inclusive teaching profession.
Author(s): Elaine Keane, Manuela Heinz, Rory Mc Daid
Series: Routledge Research in Educational Equality and Diversity
Publisher: Routledge
Year: 2022
Language: English
Pages: 267
City: London
Cover
Endorsement Page
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of contributors
Foreword
Acknowledgements
Section I: Introduction, Rationale and International Perspectives
Chapter 1: Diversifying the Teaching Profession: Representation Matters
1.1 Introduction
1.2 Representation Matters: Equity in and through Admissions to Teacher Education
1.3 Teacher Diversity Policies and Initiatives: Who Is Included and Excluded?
1.4 The Foci of Teacher Diversity Research 10
1.5 Previewing this Volume
Notes
References
Chapter 2: The Rationale for Diversifying the Teaching Profession: Social Justice, Ethnic-Matching and Recent Trends
2.1 Introduction
2.2 Wave I: Original Impetus and the Equality Rationale
2.3 Wave II: Ethnic-Matching and Role Modelling
2.4 Wave III: Recognising Racial Tokenism, and a Return to the Original Equality Rationale
2.5 Wave IV: The Re-emergence of Demographic-Matching and Its Complexification
2.6 Conclusion
Notes
References
Chapter 3: Diversity in the Teaching Profession in Ireland: Tracing Research and Policy Development
3.1 Introduction
3.2 Diversifying the Teaching Profession in Ireland: Research and Policy
3.3 Projects to Diversify Teaching in Ireland
3.4 Conclusion
Notes
References
Chapter 4: Diversifying the Teaching Profession in Scotland: The Work of the Scottish Government’s Working Group on Diversifying the Teaching Profession
4.1 The Scottish Context
4.2 Key Areas for Action Identified by the Working Group in 2018
4.2.1 Addressing the Awareness Gap and Improving the Racial Literacy of Scottish School Leaders
4.2.2 Use of Data to Enable Change
4.2.3 Focusing on ITE as a Pipeline to Diversity
4.2.4 Pro-action from Local Authorities as Key Partners
4.3 Conclusion
Notes
References
Chapter 5: The Role of Teachers and Leaders with Immigrant Backgrounds in Implementing Culturally Responsive Practices
5.1 Introduction
5.2 Theoretical and Conceptual Background
5.3 Methodology
5.4 Findings
5.4.1 The Role of Diverse Teachers in Implementing Culturally Responsive Practices
5.4.2 The Importance of Leaders with Immigrant Backgrounds
5.5 Discussion and Conclusion
Note
References
Chapter 6: Teacher Gender Diversity: Uncovering a Hidden Curriculum of Masculinities
6.1 Introduction
6.2 The Male Minority and Women’s Work
6.3 Why Teacher Gender Diversity Is Important
6.3.1 Knowledge and Identity Construction
6.3.2 Interpersonal Relationships and School Belonging
6.3.3 Organisational Outcomes and Employee Experiences
6.3.4 Social Acceptance and Equitable Identities
6.4 Hidden Lessons about Masculinity
6.5 Conclusion
References
Chapter 7: Overcoming the Under-representation of Teachers with Disabilities in School Communities: Enablers and Barriers
7.1 Introduction
7.2 Research on Teachers with Disabilities
7.3 Methodology
7.4 Findings
7.4.1 Perceived Enablers
7.4.1.1 Changing Experiences with Progression through the Education System
7.4.1.2 Importance of Social Support Networks in Constructing Resilience
7.4.1.3 Challenging Negative Disability Representations
7.4.2 Perceived Barriers and Challenges
7.4.2.1 Lack of Resources and Support Despite Some Improvements
7.4.2.2 Lack of Disability Awareness and Understanding
7.5 Discussion and Conclusion
Notes
References
Chapter 8: The Role of Professional Passion and Identity in Improving Diversity and Success in Professional Education including Teaching
8.1 Introduction
8.2 Differentiating Professional Programmes from Traditional Degree Programmes
8.3 Student Identity and Professional Identity
8.4 Details of the Research Studies
8.5 Findings: Passion for a Professional Identity
8.6 Discussion
Notes
References
Section II: Diversity in Initial Teacher Education and the Teaching Profession in Ireland
Chapter 9: ‘Working Class’ Student Teachers’ Constructions of Teaching as a Powerful Role: Encountering Deficit-based ‘Teacher Talk’ During Placement
9.1 Introduction and Literature Review
9.2 Methodology
9.3 Findings
9.3.1 Constructing Teaching as a ‘Powerful Role’
9.3.2 Encountering ‘Teacher Talk’ about Students, and Advocating for ‘Students Like Them’
9.4 Discussion and Conclusion
Notes
References
Chapter 10: ‘Going the Extra Mile’: Working Class Teachers and Their Engagement with Parents
10.1 Introduction
10.2 Literature Review
10.3 Methodology
10.4 Findings
10.4.1 Teachers’ Attitudes towards Working Class Parents
10.4.2 Teacher Engagement with Parents
10.5 Discussion and Conclusion
Note
References
Chapter 11: The Journey from Further Education to Teacher Education: A Step too Far?
11.1 Introduction and Literature Review
11.2 Methodology
11.3 Findings
11.3.1 Pathways to HE: Informational Support
11.3.2 Participants’ Perceptions of FE and APT as Beneficial
11.3.3 Appraisal Support and Deciding to Step in Another Direction
11.4 Discussion and Conclusion
Notes
References
Chapter 12: Migrant Teachers in Ireland: An Untapped Trapped Reservoir?
12.1 Introduction and Literature Review
12.2 Methodology
12.3 Findings
12.3.1 Background, Qualifications and Experience
12.3.2 Teaching in Ireland
12.4 Discussion and Conclusion
Note
References
Chapter 13: ‘No One Sees a Traveller at the Top of the Class’: Experiences of Irish Travellers on Programmes Supporting Teacher Diversity
13.1 Introduction and Literature Review
13.2 Methodology
13.3 Findings
13.3.1 Diverse Experiences, Diverse Motivations
13.3.2 The Role of Guidance and Support
13.3.3 Experiences of the Programmes: Developing Confidence and Critical Capacity
13.3.4 Affective and Material Resources and Challenges
13.4 Discussion and Conclusion
Notes
References
Chapter 14: Someone Like Me?: Minority Ethnic Children Reflect on the Need for Minority Ethnic Teachers
14.1 Introduction and Literature Review
14.2 Methodology
14.3 Findings
14.3.1 A Lack of Teacher Diversity
14.3.2 Desire for a More Diverse Teaching Staff
14.3.3 Relationships with Teachers
14.3.4 Becoming a Teacher in Ireland
14.4 Discussion and Conclusion
Notes
References
Chapter 15: Creating Inclusive Communities: Preparing the University for a Cohort of Deaf-Sign Language Users in Initial Teacher Education
15.1 Introduction and Literature Review
15.2 Methodology
15.3 Findings
15.3.1 Motivation for Participating
15.3.2 Effectiveness of the Activities
15.4 Discussion and Conclusion
Notes
References
Chapter 16: LGBTQI + Teachers in Ireland: Dilemmas of Visibility, Age-Appropriateness and Religion across a Period of Rapid Legislative Change
16.1 Introduction and Literature Review
16.2 Methodology
16.3 Findings
16.3.1 Heteronormative Politics of Visibility and Legitimacy
16.3.2 Childhood Innocence, Age-Appropriateness and Student/Teacher Boundaries
16.3.3 Religious Structures and Identifications
16.4 Discussion and Conclusion
Note
References
Chapter 17: Supporting Mature Students in Primary Teacher Education: A Framework of Care
17.1 Introduction and Literature Review
17.2 Methodology
17.3 Findings
17.3.1 Educational Histories and Early Disappointments
17.3.2 Finding a Way Back to ITE
17.3.3 First-Year Struggles
17.3.4 Supporting Success in ITE
17.4 Discussion and Conclusion
Notes
References
Section III: Learning from Teacher Diversity Research and Charting Future Pathways
Chapter 18: Diversifying the Teaching Profession: Mapping Learning and Interrogating Tensions
18.1 Introduction
18.2 Motivation to Teach: Role Modelling and Making a Difference
18.3 Barriers To and Through Initial Teacher Education
18.4 Authentically Present? Recruitment, Retention and Progression
18.5 The Impact of Teacher Diversity Initiatives—Towards System Transformation?
18.6 Absent Voices: Gaps in our Knowledge about Teacher Diversity
18.7 Conclusion
Notes
References
Chapter 19: Charting Pathways towards a More Diverse, Equitable and Inclusive Teaching Profession
19.1 Introduction
19.2 Barriers to Teacher Diversity along the Career Pathway
19.3 Towards a Diverse, Equitable and Inclusive Teaching Profession: Principles, Policy and Practice
Principle 1: Build Critical Awareness of Teacher Education and Schools as Sites of Cultural Practice
Principle 2: Identify Patterns of Under-representation and Devise Measures to Attract and Recruit Individuals from Under-represented Groups in/to Teaching
Principle 3: Support (Student) Teachers and School Leaders from Under-represented Groups
Principle 4: Recognise Uniqueness and Plurality within Diversity
Principle 5: Create Safe Spaces in Education for Democratic Participation
Principle 6: Recognise That the Development of Inclusive Schools Is the Responsibility of All Educators
Principle 7: Commit to Research-informed Policy and Practice
19.4 Conclusion and Recommendations
Notes
References
Index
