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Format: 1 online resource (268 pages)

ISBN: 1-00-318873-7 , 1-003-18873-7 , 1-000-65284-X

Series Statement: Routledge Research in Educational Equality and Diversity

Content: "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"--

Note: 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.

Additional Edition: ISBN 1-03-203735-0

Additional Edition: ISBN 1-03-203734-2

Language: English

URL: kostenfrei

URL: kostenfrei

URL: https://www.taylorfrancis.com/books/9781003188735