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Moving beyond rhetorical debate to forge a future of equal educational attainment

journal contribution
posted on 07.01.2013, 15:30 by Carmen Mohamed
It has been vigorously argued over decades that white trainee teachers hold entrenched stereotypical attitudes and beliefs with regard to the ethnicity of pupils. These commonly held assumptions have been shown to create discriminatory teaching practice which effects the educational attainment of pupils as young as five. This article conveys a study into the complex issues involved in challenging trainee teacher assumptions in an attempt to actively change the cycle of perpetuating stereotypes. The study was carried out within the context of an Initial Teacher Training programme during a nine month primary PGCE programme at an English University. The professional reflections of a participant sample of trainee teachers were analysed to ascertain: the participants’ awareness of their own sociocultural beliefs and assumptions and; how the variety of instructional pedagogies supported or inhibited their examination of those beliefs. The findings provide implications for teacher training institutions attempting to ensure equity of attainment expectations for all children.

History

Citation

Race, Ethnicity and Education, 16, 2013, Special Issue, forthcoming.

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCE/School of Education

Version

AM (Accepted Manuscript)

Published in

Race

Publisher

Taylor & Francis

issn

1361-3324

eissn

1470-109X

Copyright date

2013

Publisher version

http://www.tandfonline.com/loi/cree20

Notes

Embargo length currently unknown. The article is still in press and will have an 18 month embargo on availability of full text once it has been published.

Language

en

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