Teaching for transformation, diversity and equality in the Teacher Education System in England

• Leena Helavaara Robertson ^[1]
  1. [1] Middlesex University

     Middlesex University

     Reino Unido

     
• Localización: Educación para el Bien Común: hacia una práctica crítica, inclusiva y comprometida socialmente / coord. por Enrique Javier Díez Gutiérrez, Juan Ramón Rodríguez Fernández, 2020, ISBN 978-84-18083-56-3, págs. 1161-1170
• Idioma: inglés
• Enlaces
  • Texto Completo Libro (pdf)
• Resumen

  • Whilst each new National Curriculum for schools in England and the revised models of teacher training standards for those who want to qualify as teachers have made a claim (of sorts) of fostering democratic values and equality of opportunity, the current landscape of teacher education and schooling in England is such that it is difficult to prioritise these aims. The official government discourse and related statutory policy documents promote a view that a homogenised knowledge exists and ‘equality of opportunity’ can be achieved through individual teacher’s efforts. The governmental drives are privileged and prioritised through powerful inspection and surveillance regimes. The spaces of engaging with diversity and equality within both schools and teacher education are, therefore, limited and typically have to be struggled for. This is particularly important to note today when the government continues to legislate against diversity of thought, and reducing the role of universities in teacher education. This paper examines one part of an initial teacher education programme in an inner city university in London that is informed by critical pedagogy and a commitment to social equality.