Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.768186
Title: The unrecognised : a study of how some black and minority ethnic student teachers face the challenges of initial teacher education in England
Author: Warner, Diane
ISNI:       0000 0004 7652 9242
Awarding Body: Lancaster University
Current Institution: University of Cumbria
Date of Award: 2018
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Abstract:
Racism, as a covert but pervasive presence in teacher training in England, remains a major structural issue and its effects on student teachers, from Black and Minority Ethnic groups, are real and troubling. This Study asserts that they face multiple challenges in the Initial Teacher Education process which has implications for the teaching workforce and for pupils in schools. While national statistics for recruitment of BME applicants onto Initial Teacher Education courses are at good levels, in proportion to the BME population in general, their numbers are not viable because the drop-out rate between starting and completing courses, and becoming employed as classroom teachers, is significant. Furthermore the numbers of BME qualified teachers are small in relation to both the BME and white populations in England. This Study, which focuses on 32 BME student teachers at four universities across England, looks at how they journey through and negotiate obstacles and microagressions on their ITE courses. It shows that for those who choose to continue on their teaching course, their responses and modes of coping are complex and varied. Using Critical Race Theory to analyse their stories and make visible the way that hidden racisms within ITE can silence and disempower BME student teachers, the key findings reveal that they may adopt four 'cultural positions': Manoeuvred Cultural Position, Vibrant Cultural Position, Discerning Cultural Position, Stagnated Cultural Position. These demonstrate whether they are managing, struggling, culturally visible or culturally invisible. This study has implications for teacher educators and senior managers in universities involved in Initial Teacher Education in England.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.768186  DOI: Not available
Keywords: 305 Social groups (incl. class, race & gender) ; 370 Education & educational psychology (incl. teacher training & research)
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