Unveiling the Unspoken Stories and Experiences of Pre-Service and In-Service Teachers About Ethnic/Racial Issues: Insights and Directions for Moving Forward

Abstract

ABSTRACT A significant developmental task for adolescents growing up in diverse societies is exploring their ethnic and cultural identities to develop a clear understanding of what these identities mean for their lives. Schools, especially teachers, are crucial socialization agents that can contribute to ethnic/racial identity development among adolescents and promote civic norms and values, such as the appreciation of diverse perspectives and embracing differences. Despite this pivotal role, empirical literature lacks a systematic examination of the experiences of pre- and in-service teachers working in diverse school settings. Recognizing this gap, the current topic issue presents six papers aiming to provide a comprehensive overview of teachers’ perspectives and challenges regarding ethnic/racial issues, along with their reflections on the transformations through training or seminars developed as part of the Identity Project or through implementing the Identity Project in schools. In this paper, our goal is to discuss the main findings of these six papers by integrating them with existing empirical literature. We also raise some methodological and conceptual considerations to advance research aimed at fostering culturally responsive teaching and cultivating equity-minded educators, and ultimately nurturing future generations with positive self-perceptions and genuine acceptance and respect for others from diverse backgrounds.