RDC Social Justice, Equity and Diversity
- Unequal power relations exist in society and therefore between all participants in the educational process. These are based on membership of social groups such as role, gender and perceived ethnicity. Such unequal power relations impact on pupil achievement.
- For teachers to be competent in the 21st century these power relations must be highlighted in teacher education.
- Much cross-cultural misunderstanding arises from misinformation, prejudice and stereotypes. This is part of a process of 'othering' or excluding those 'not like us'.
- This othering needs to be acknowledged, challenged and overcome.
- Positive attitudes to difference (cultural, racial, ethnic,gender, sexual orientation, language, ability or otherwise) can not be assumed among teachers.
Therefore, students' attitudes and understandings should be investigated in order to initiate change and development in education.
Teacher Educator Perceptions on Equity, Inclusion and Anti-discrimination: Emergent data
Posted on: 26 November 2008 by:
This survey is a collaborative piece of work between three teacher education colleagues, Vibeke Solbue (University of Bergen, Norway), Astrid Runs-Engelhart (University of Applied Science, Hogeschool Rotterdam, Netherlands) and Rowena Arshad (School of Education, University of Edinburgh, Scotland).
Respondents were asked whether and how equity, inclusion and anti-discrimination issues were currently included within their teacher education progammes. The survey also included questions concerning ideas on how teacher education programmes could improve their delivery for equity, inclusion and anti-discrimination.