How is cultural diversity positioned in teacher professional standards? an international analysis

ABSTRACT

Unprecedented levels of global mobility mean that culturally homogenous classrooms are now increasingly rare. This brings with it challenges for teachers and raises issues about what constitutes quality teaching and teachers. Professional standards are commonly seen as a key policy instrument through which teacher quality can be enhanced. This article presents an analysis of teacher professional standards from five of the most culturally diverse nations in the English-speaking world. Using critical discourse analysis, we examine how culturally and linguistically diverse learners and culturally responsive pedagogy are positioned, and what the standards stipulate teachers should know, and be able to do, in fulfilling their professional obligations. We conclude by raising concerns about how the official representations of teaching in particular national contexts fail to position culturally diverse learners and culturally responsive teaching as a priority.

KEYWORDS:

• Critical discourse analysis
• culturally diverse students
• culturally responsive teachers
• teacher professional standards

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. We use the term CALD to refer to students of ethnic or racial minority who are first- or second-generation immigrants or who are Aboriginals.

2. In the case of the US and Canada, teacher professional standards are developed and implemented by particular state/provincial authorities.

Additional information

Notes on contributors

Ninetta Santoro

Ninetta Santoro is a professor of education at the University of Strathclyde, Scotland. Her research focuses on teacher and learner ethnicity, the preparation of culturally responsive teachers and internationalisation within Higher Education.

Aileen Kennedy

Aileen Kennedy is a senior lecturer at the University of Edinburgh. Her work focuses principally on professional learning, teacher education policy and reform, professionalism and the governance of teachers.