Abstract
This paper reports the findings of a study which involved a critical examination of “race”-related provision on initial teacher education (ITE) programmes in England. It draws upon data collected as part of a national survey of ITE provision which included interviews with providers and students, and case studies of ITE providing institutions. The study utilized aspects of Critical Race Theory and Critical Whiteness Studies as a theoretical framework with which to analyse the data. The paper explores the nature of provision relating to “race,” suggesting that teacher educators and student teachers are often ill-equipped to address the complexities relating to this area and, as a result, they can fail to recognize the importance and potential impact of their professional practice, and their pedagogical decisions. It suggests that ITE practices are often underpinned by dysconscious racisms and manifestations of Whiteness, leading to a marginalization of “race” input, with opportunities for deeper interrogation missed, or actively avoided. The paper explores some of the constraints impacting on ITE namely a lack of time; a lack of confidence on the part of a predominantly White teacher educator workforce; a lack of recognition of the importance and significance of “race” on the part of White student teachers, and an emphasis of superficial measures of student satisfaction at the expense of deeper interrogation and deconstruction of hegemonic norms. It makes recommendations relating to how practice can be improved within the current challenging global contexts in relation to “race” equality. It calls for teacher education to aspire to produce novice teachers willing and prepared to embrace “race”-related challenges in their teaching careers, and to contribute to curricula which acknowledge and address inequality.
Highlights
AND CONTEXTThis paper will outline and discuss the findings of a study which examined provision relating to “race” on initial teacher education (ITE) programmes in England
This paper reports the findings of a study which involved a critical examination of “race”-related provision on initial teacher education (ITE) programmes in England
The paper presents and discusses data collected from ITE providers in which provision related to “race” is constructed as difficult to address with student teachers, is rarely given priority, and is often reduced to a tokenistic “one-off ” session or left to an “expert.” The paper concludes that provision related to “race” can be defined as a “can of worms” as it is an area of complexity, and one which is either deliberately, or unwittingly avoided, undermining its potential impact on future teachers
Summary
AND CONTEXTThis paper will outline and discuss the findings of a study which examined provision relating to “race” on initial teacher education (ITE) programmes in England. The paper presents and discusses data collected from ITE providers in which provision related to “race” is constructed as difficult to address with student teachers, is rarely given priority, and is often reduced to a tokenistic “one-off ” session or left to an “expert.” The paper concludes that provision related to “race” can be defined as a “can of worms” as it is an area of complexity, and one which is either deliberately, or unwittingly avoided, undermining its potential impact on future teachers. 163) argues that more recent policy, within a neoliberal context, has failed to “acknowledge the role that race and inequality play in perpetuating advantage over disadvantage.” She concludes, from her consideration of the UK and US contexts that “race acts as a marker of difference in a society poisoned by fear, insecurity and instability” Low educational attainment, poor teacher expectations and stereotyping, ethnocentric curricula and high levels of school exclusions for some groups remain entrenched features of our school system
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
