5112 research outputs found
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Acknowledging difference and diversity for BAME student teachers:what’s wrong with not wanting to be White?
No full textThat there is a widespread overrepresentation of white teachers within all areas of the UK education sector has not gone unnoticed (Crozier, 2023; Ahmed, 2012; Bhopal and Rhamie, 2013). And yet despite high application rates by BAME students (Black and Asian Minority Ethnic, itself a contested term (Bunglawala, 2019), by the time candidates have enrolled, completed their training, and achieved qualified teacher status, this demographic is grossly underrepresented (Smith & Lander, 2022). The causes of this gap are varied as is the need to understand more fully the contributing factors that may explain this cultural anomaly. While many universities are presently taking steps to embed explicitly anti-racist approaches, there are varying levels of knowledge and confidence in ITT/E educators that inhibit either its implementation or other meaningful interventions. The focus of our research was to explore how professional practices influence the experience of BAME student teachers at a small university in the north of England. Qualitative data was collected from 11 staff and 14 trainees via one-to-one interviews and focus groups. Questions were developed across themes of inclusive practice, curriculum design and achievement. Our initial findings indicate rather significantly a default setting amongst academic staff of treating everyone 'the same.’ This effectively exacerbates any division that is felt by BAME trainees and reinforces a lack of belonging. There is presently, running like a vein throughout the British education system, a white cultural influence that has taken hold of every aspect of education - so perniciously indeed that its pre-eminence, if not experienced directly, nonetheless frames the lived experiences of BAME teachers and students in often quite profound ways (Arday, 2019; Brookfield, 2019; Eddo-Loge, 2017; Bhopal and Maylor, 2014; Allen, 2004). The focus for our discussion lies in tackling racism in a setting which identifies as non-racist. White cultural hegemony is so pervasive that in a profession often criticised as being ‘woke’ or too fixated on performative curricula decolonisation (Leonardo, 2016), instances of racially influenced practice amongst white staff regularly go either unnoticed or unacknowledged. Our research uncovered that when attempting to address racism a common mistake is to assume that the discrimination under focus is the sort of thing done by others to others. In other words, white professionals who identify as non-racists or allies of the BAME community force a paradox into any attempts to push progressive policies and practices forward. This inevitably establishes an ontological stranglehold on the sector. Gaining entry as a trainee teacher into such a closed, hermetically sealed profession requires of the BAME candidate so much more than that of their white counterparts. A hidden cultural curriculum exists that must be not only quickly discerned but adhered to at all costs. We put forward this requires far more than mere training for unconscious bias. Instead, we conclude firstly that the sector requires a focus on many of the academic decisions that are consciously made and that are influenced by the inner dynamics and practices of initial teacher education. Secondly, we state that there is a tacit acknowledgement that to be a student is to be a white student; to be a trainee teacher is to be white trainee teacher; and to be a teacher is to be a white teacher. Which is to say, BAME candidates should be all these things in their views, attitudes, beliefs, and values. To put it simply, BAME candidates must understand whiteness in ways that are not understood by white colleagues or peers. One solution is to bring to the forefront the act of acknowledging difference and diversity. Beyond the act of human relation (Cavell, 1979) how we acknowledge difference brings into focus the historic and current systemic role of marginalisation in teacher education and the deficit narratives that sustain them. In order to overhaul to the lens of Whiteness that dominates current approaches to the teacher education curriculum we reveal how our research has led on developing formal mentoring pathways for BAME student teachers. Our inclusive mentoring framework provides a practical strategy with which to acknowledge difference in a way which is culturally sensitive to all backgrounds. This serves the purpose of validating ‘whole self’ identities of BAME student teachers, affording a way to legitimately bring lived experience to their professional identity, without ambivalence or discomfort, and to reframe essential conversations about race. Our framework has significance for improving anti-racist practice and for the future engagement of BAME trainees in co-creating such practices (Dingyloudi et al., 2019)
Incorporating Montessori principles into your early years environments:a guide to following the child
No full textIncorporating Montessori Principles into Your Early Years Environments will allow readers to understand the developing child in their early years setting and how to adapt a Montessori approach to meet their pupils’ needs.This book shares an insight into Maria Montessori’s extensive research, observations, and findings about child development and education, enabling them to transfer these to their own setting. Based on the scientific observation of the child and the stages of development they go through, Montessori pedagogy can be successfully applied in any setting and is well-known for its child-centred, holistic, and individualised approach to education. By addressing its key principles such as respect for the child, prepared environment, and the role of the adult, chapters highlight the overarching vision Montessori’s approach had and explore how and why it can still be so meaningful in today’s early years classrooms. This book will allow the reader to reflect on the framework they work with and offer examples of adapted practice as well as highlighting the importance of knowing the children, observing their work, and planning suitable resources and activities that will nurture their development.This is an essential reading for trainee Montessori teachers, trainee educators, early childhood professionals, and childminders, empowering them to enhance learning and development for their pupils, whilst instilling love and respect throughout their interactions with them
‘'Circle Coaching': reshaping personal tutoring to enhance undergraduate students' perceptions of belonging‘
No full textTasseomancy with hugbot and fukbot:creative responses to AI
No full textAn anthology of poems, stories, script, reflection, cartoons and paintings
Legal education and social justice:an obvious link?
No full textThis paper aims to explore the role social justice plays in legal education and in law schools more generally. It begins by challenging the notion that legal education by definition contributes to social justice and that Law Schools are places with social justice at their core. In doing so the paper explores different conceptualisations of social justice and of the purpose of legal education and makes an argument for a form of social justice which is about the opportunities law schools offer for those who study and work within them or aspire to do so, for the experience they have while there and for the outcomes that they achieve as well as the wider societal impact law schools and their graduates might have. While the first part of the paper is a theoretical exploration which seeks to think about the opportunities and challenges presented by linking legal education to social justice, the second part of the paper then focuses on 2 projects which grapple with those theoretical ideas in a more practical context
Accessing and experiencing higher education:young fathers in the UK
No full textYoung fathers often view studying in HE positively, and perceive the benefits to include improving self-confidence, reconnecting with lost learning opportunities, building better career prospects, and becoming a better role model for their children. However, despite these perceived benefits, not all young fathers decide to study in HE. The financial burden of course fees are often prohibitive and some young fathers do not want to risk losing income or interrupting their existing careers. They face challenges such as knowing what HE opportunities are available and experience difficulties in navigating the application process. Others feel that they are not sufficiently qualified to study at a higher level. For those young fathers who do go on to study, they may also experience difficulties entering and sustaining their HE journey. Once enrolled, common challenges include the demands of childcare, financial pressures, and well-being concerns. To complicate matters, young fathers rarely seek out support from HE providers or other formal services. With the educational outcomes of young fathers being a cause for concern and due to the hidden nature of this group who are largely absent from statistics, this qualitative study draws attention to this under-researched area and guides future policy and practice.</p
Digital dynamics:navigating a journalism career
No full textEmployers within the Leeds City Region have outline the essential mix of traditional and digital journalism skills that form the foundation of a successful career. From mastering the art of news writing and interviewing to navigating the complexities of mobile and data journalism, they have identified graduates must become as adaptable as James Bond to excel in roles that increasingly demand proficiency across various media platform