Full Description
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.
The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Contents
Section I: Introduction, Rationale and International Perspectives. 1. Diversifying the Teaching Profession: Representation Matters. 2. The Rationale for Diversifying the Teaching Profession: Social Justice, Ethnic-Matching and Recent Trends. 3. Diversity in the Teaching Profession in Ireland: Tracing Research and Policy Development. 4. Diversifying the Teaching Profession in Scotland: The Work of the Scottish Government's Working Group on Diversifying the Teaching Profession. 5. The Role of Teachers and Leaders with Immigrant Backgrounds in Implementing Culturally Responsive Practices. 6. Teacher Gender Diversity: Uncovering a Hidden Curriculum of Masculinities. 7. Overcoming the Under-representation of Teachers with Disabilities in School Communities: Enablers and Barriers. 8. The Role of Professional Passion and Identity in Improving Diversity and Success in Professional Education including Teaching. Section II: Diversity in Initial Teacher Education and the Teaching Profession in Ireland. 9. 'Working Class' Student Teachers' Constructions of Teaching as a Powerful Role: Encountering Deficit-based 'Teacher Talk' During Placement. 10. 'Going the Extra Mile': Working Class Teachers and Their Engagement with Parents. 11. The Journey from Further Education to Teacher Education: A Step too Far? 12. Migrant Teachers in Ireland: An Untapped Trapped Reservoir? 13. 'No One Sees a Traveller at the Top of the Class': Experiences of Irish Travellers on Programmes Supporting Teacher Diversity. 14. Someone Like Me? Minority Ethnic Children Reflect on the Need for Minority Ethnic Teachers. 15. Creating Inclusive Communities: Preparing the University for a Cohort of Deaf-Sign Language Users in Initial Teacher Education. 16. LGBTQI+ Teachers in Ireland: Dilemmas of Visibility, Age-Appropriateness and Religion Across a Period of Rapid Legislative Change. 17. Supporting Mature Students in Primary Teacher Education: A Framework of Care. Section III: Learning from Teacher Diversity Research and Charting Future Pathways. 18. Diversifying the Teaching Profession: Mapping Learning and Interrogating Tensions. 19. Charting Pathways towards a More Diverse, Equitable and Inclusive Teaching Profession.
