Promoting cohesion, challenging expectations : educating the teachers of tomorrow for race equality and diversity in 21st century schools

2.50
Hdl Handle:
http://hdl.handle.net/2173/208509
Title:
Promoting cohesion, challenging expectations : educating the teachers of tomorrow for race equality and diversity in 21st century schools
Authors:
Hick, Peter; Arshad, Rowena; Mitchell, Laura; Watt, Diane; Roberts, Lorna
Publisher:
Manchester Metropolitan University, Institute of Education
Issue Date:
2011
URI:
http://hdl.handle.net/2173/208509
Additional Links:
http://www.ioe.mmu.ac.uk/
Abstract:
Survey evidence suggests that newly qualified teachers tend to feel relatively ill-prepared to engage with pupils of BME (Black and Minority Ethnic) heritage or to respond to potentially challenging issues related to race equality in schools. Of key concern is how the teaching work force - predominantly white, monolingual, female and middle class - can be enabled to be more effective and culturally competent in teaching an increasingly diverse pupil population in terms of ethnicity, culture, language and economics. Preparing teachers to support schools’ role in promoting social cohesion remains of vital relevance in a period of increasing austerity and social change. A research team from the University of Edinburgh and Manchester Metropolitan University interviewed 31 lecturers involved in teacher education in Scotland and England, to find out how they are dealing with race equality issues.
Type:
Other
Language:
en
Description:
Research report

Full metadata record

DC FieldValue Language
dc.contributor.authorHick, Peteren
dc.contributor.authorArshad, Rowenaen
dc.contributor.authorMitchell, Lauraen
dc.contributor.authorWatt, Dianeen
dc.contributor.authorRoberts, Lornaen
dc.date.accessioned2012-02-02T14:00:52Z-
dc.date.available2012-02-02T14:00:52Z-
dc.date.issued2011-
dc.identifier.urihttp://hdl.handle.net/2173/208509-
dc.descriptionResearch reporten
dc.description.abstractSurvey evidence suggests that newly qualified teachers tend to feel relatively ill-prepared to engage with pupils of BME (Black and Minority Ethnic) heritage or to respond to potentially challenging issues related to race equality in schools. Of key concern is how the teaching work force - predominantly white, monolingual, female and middle class - can be enabled to be more effective and culturally competent in teaching an increasingly diverse pupil population in terms of ethnicity, culture, language and economics. Preparing teachers to support schools’ role in promoting social cohesion remains of vital relevance in a period of increasing austerity and social change. A research team from the University of Edinburgh and Manchester Metropolitan University interviewed 31 lecturers involved in teacher education in Scotland and England, to find out how they are dealing with race equality issues.en
dc.language.isoenen
dc.publisherManchester Metropolitan University, Institute of Educationen
dc.relation.urlhttp://www.ioe.mmu.ac.uk/en
dc.titlePromoting cohesion, challenging expectations : educating the teachers of tomorrow for race equality and diversity in 21st century schoolsen
dc.typeOtheren
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