ESRC Project Diverse Teachers for Diverse Learners

Dr Vini Lander Sept. 2011

Seminar 1- 23rd February 2011 University of Strathclyde Glasgow

The first seminar set an international context on how to recruit and promote greater ethnic diversity within the teacher workforce. The discussion examined a number of factors which may affect BME teachers in schools. It is interesting to note that the term ‘diversity’ was interpreted in terms of ethnicity and to some extent linguistic diversity. The initial discussion identified the following factors affecting BME teachers

  1. Racism in schools
  2. Bilingual learners and BME teachers as speakers of English as another/additional language in their language repertoire
  3. There were expressions of valuing such ethnic and linguistic diversity amongst the teacher workforce and pupil population
  4. In terms of initial training, the location of the provider was key to where the BME candidates went to train as teachers
  5. There were also feelings that BME teachers were ghettoised in sectors meeting the needs of BME pupils
  6. Very few BME teachers getting permanent employment in schools
  7. There was a distinction between BME overseas trained teachers and those who were BME Scottish born teachers as having differing needs.
  8. The groups also questioned whether we needed to examine age, class, disability, urban/rural diversity.
  9. The Canadian presentation illustrated the value of appreciating the skills and talents of overseas trained teachers and proving them with scaffolded learning, training and employment opportunities.
  10. The presentation from Iceland showed how linguistic diversity was valued.
  11. The terminology at times positioned BME teachers e.g. immigrant, migrant teachers and whilst the descriptor is correct they seemed to be value-laden and created the notion of the outsider or Other; a more positive and affirming term that was used was ‘internationally educated teachers’.
  12. Broader themes which emerged from Seminar 1
  13. Terminology – what language do we use? Who defines/labels/positions the teachers?
  14. How is the value of incomer teachers defined? By whom? How?
  15. How does terminology isolate/marginalise?
  16. Three strands emerged:
  17. New arrivals first generation BME teachers and accepting them as fellow professionals – what are the bridges/barriers to their integration?
  18. 2nd/3rd/4th generation teachers what are the institutional or structural barriers that they have to negotiate? What are the policies and practices which impede or promote career development? How many headteachers in Scotland are from a BME group? It is that we are professionals and they are the professional Other? Or the ethnic professional?
  19. Third strand is Initial teacher education – do we have sufficient numbers of BME candidates to ITE courses? If not, we why not?
  20. Do we need a multi-terrain vehicle which recruits, retains and promotes BME/diverse teachers as valued members of the profession as teachers for all pupils and not marginalised in teaching pupils with EAL or as community teachers?
  21. We need to examine the structural barriers – we need to challenge policy makers to think about the impact of their policies on access, engagement and the diversification of the teacher workforce.
  22. Raising the aspiration of BME youngsters to become teachers.