Student teachers’ beliefs about diversity: analysing the impact of a ‘diversity week’ during Initial Teacher Education

References

• Acquah, E. O., and N. L. Commins. 2013. “Pre Service Teachers Beliefs and Knowledge about Multiculturalism.” European Journal of Teacher Education 36 (4): 445–463. doi:10.1080/02619768.2013.787593.
   Web of Science ®Google Scholar
• Ahlquist, R. 1991. “Position and Imposition: Power Relations in a Multicultural Foundations Class.” Journal of Negro Education 60 (2): 158–169. doi:10.2307/2295607.
   Google Scholar
• Allard, A. C. 2006. “‘A Bit of A Chameleon Act’: A Case Study of One Teacher’s Understandings of Diversity.” European Journal of Teacher Education 29 (3): 319–340. doi:10.1080/02619760600795155.
   Google Scholar
• Allard, A. C., and N. Santoro. 2008. “Experienced Teachers’ Perspectives on Cultural and Social Class Diversity: Which Differences Matter?” Equity & Excellence in Education 41 (2): 200–214. doi:10.1080/10665680801957253.
   Google Scholar
• Allsop, T., and I. Scott. 1998. Internship: Partnership in Initial Teacher Education.” The Teacher Trainer. http://www.tttjournal.co.uk/uploads/File/back_articles/Internship_Partnership_in_Initial_Teacher_Education.pdf
   Google Scholar
• Ambe, E. 2006. “Fostering Multicultural Appreciation in Pre-Service Teachers through Multicultural Transformation.” Teaching and Teacher Education 22: 690–699. doi:10.1016/j.tate.2006.03.005.
   Web of Science ®Google Scholar
• Ball, A. F. 2000. “Preparing Teachers for Diversity: Lessons Learned from the US and South Africa.” Teaching and Teacher Education 16 (4): 491–509. doi:10.1016/S0742-051X(00)00007-X.
   Web of Science ®Google Scholar
• Bender-Szymanski, D. 2000. “Learning through Cultural Conflict? A Longitudinal Analysis of German Teachers’ Strategies for Coping with Cultural Diversity at School.” European Journal of Teacher Education 23 (3): 229–250. doi:10.1080/02619760120049120.
   Google Scholar
• Bhopal, K., and J. Rhamie. 2014. “Initial Teacher Training: Understanding ‘Race’, Diversity and Inclusion.” Race Ethnicity and Education 17 (3): 304–325. doi:10.1080/13613324.2013.832920.
   Web of Science ®Google Scholar
• Burn, K., and T. Mutton. 2013. Review of “Research-informed Clinical Practice” in Initial Teacher Education. London: BERA/RSA.
   Google Scholar
• Cardona Moltó, M., C. Lani Florian, M. Rouse, and L. M. Stough. 2010. “Attitudes to Diversity: A Cross-Cultural Study of Education Students in Spain, England and the United States.” European Journal of Teacher Education 33 (3): 245–264. doi:10.1080/02619768.2010.495771.
   Web of Science ®Google Scholar
• Carpenter, A. 2000. “An Ethnographic Study of Preservice Teacher Resistance to Multiculturalism: Implications for Teaching.” Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April 24–28.
   Google Scholar
• Chiner, E., M. C. Cardona-Moltó, J. Marcos, and G. Puerta. 2015. “Teachers ’ Beliefs about Diversity : An Analysis from a Personal and Professional Perspective.” Journal of New Approaches in Educational Research 4 (1): 18–23. doi:10.7821/naer.2015.1.113.
   Web of Science ®Google Scholar
• Clarke, M., and S. Drudy. 2006. “Teaching for Diversity, Social Justice and Global Awareness.” European Journal of Teacher Education 29 (3): 371–386.
   Google Scholar
• Cox, B. J., C. Watts, and M. Horton. 2012. “Poverty Perceptions of Pre-Service Teachers and Social Work Candidates.” Jornal of Studies in Education 29 (3): 371–386.
   Google Scholar
• Darder, D. 1991. Culture and Power in the Classroom. Westport, CT: Bergin & Garvey.
   Google Scholar
• Demireva, N., and A. Heath. 2014. “Diversity and the Civic Spirit in British Neighbourhoods: An Investigation with MCDS and EMBES 2010 Data.” Sociology 48 (4): 643–662. doi:10.1177/0038038513516695.
   PubMedGoogle Scholar
• Dewey, J. 1916. Democracy and Education. New York: Free Press.
   Google Scholar
• DfE (Department for Education). 2011. Teachers’ Standards. London: DfE.
   Google Scholar
• Echols, C., and D. Stader. 2002. “Education Majors’ Attitudes about Diversity.” Education Leadership Review 3 (2): 1–7.
   Google Scholar
• Edgeworth, K., and N. Santoro. 2015. “A Pedagogy of Belonging: Troubling Encounters with Ethnic and Religious Difference.” Cambridge Journal of Education 45 (4): 415–426. doi:10.1080/0305764X.2014.991276.
   Web of Science ®Google Scholar
• Elton-Chalcraft, S., V. Lander, L. Revell, D. Warner, and L. Whitworth. 2017. “To Promote, or Not to Promote Fundamental British Values? Teachers’ Standards, Diversity and Teacher Education.” British Educational Research Journal 43 (1): 29–48. doi:10.1002/berj.3253.
   Web of Science ®Google Scholar
• Esson, J., P. Noxolo, R. Baxter, P. Daley, and M. Byron. 2017. “The RGS-IBG Chair’s Theme: Decolonising Geographical Knowledges, or Reproducing Coloniality?” Area 49 (3): 384–388. doi:10.1111/area.12371.
   Web of Science ®Google Scholar
• Fernsten, L. 2009. “Teacher Candidates, Discourse and Diversity.” Teacher Development 13 (3): 239–250. doi:10.1080/13664530903335582.
   Google Scholar
• Furlong, J. 2013. Education – An Anatomy of a Discipline: Rescuing the University Project? Abingdon: Routledge.
   Google Scholar
• Furlong, J., and M. Lawn. 2010. Disciplines of Education. Abingdon: Routledge.
   Google Scholar
• Gaine, C. 2005. We’re All White Thanks: The Persisting Myth about All White Schools. Stoke-on-Trent: Trentham.
   Google Scholar
• Gee, N. 2015. “A Study of Student Completion Strategies in a Likert-Type Course Evaluation Survey.” Journal of Further and Higher Education 41: 3. doi:10.1080/0309877X.2015.1100717.
   Web of Science ®Google Scholar
• Giboney Wall, C. R. 2016. “From Student to Teacher: Changes in Preservice Teacher Educational Beliefs Throughout the Learning-to-Teach Journey.” Teacher Development 20 (3): 364–379. doi:10.1080/13664530.2016.1149509.
   Web of Science ®Google Scholar
• Goodman, L. A., and W. H. Kruskal. 1954. “Measures of Association for Cross Classifications.” Journal of the American Statistical Association 49 (268): 732–764.
   Web of Science ®Google Scholar
• Guardian. 2020. “Trans Rights: Government Reported to Be Dropping Gender Self-Identifying Plans.” Accessed June 24. https://www.theguardian.com/uk-news/2020/jun/14/trans-rights-government-reported-to-be-dropping-gender-self-identifying-plans
   Google Scholar
• Joseph-Salisbury, R. 2020. “Race and Racism in English Secondary Schools.” Runnymead Trust. https://www.runnymedetrust.org/uploads/publications/pdfs/Runnymede%20Secondary%20Schools%20report%20FINAL.pdf
   Google Scholar
• Kendi, I. X. 2019. How To Be an Antiracist. London: The Bodley Head.
   Google Scholar
• Khattab, N., and T. Modood. 2018. “Accounting for British Muslim’s Educational Attainment: Gender Differences and the Impact of Expectations.” British Journal of Sociology of Education 39 (2): 242–259. doi:10.1080/01425692.2017.1304203.
   Web of Science ®Google Scholar
• Kumar, R., and L. Hamer. 2012. “Preservice Teachers’ Attitudes and Beliefs toward Student Diversity and Proposed Instructional Practices: A Sequential Design Study.” Journal of Teacher Education 64 (2): 162–177. doi:10.1177/0022487112466899.
   Web of Science ®Google Scholar
• Lander, V. 2011. “Race, Culture and All That: An Exploration of the Perspectives of White Secondary Student Teachers about Race Equality Issues in Their Initial Teacher Education.” Race Ethnicity and Education 14 (3): 351–364. doi:10.1080/13613324.2010.543389.
   Web of Science ®Google Scholar
• Lander, V. 2014. “Special Issue Race Ethnicity and Education: Developments, Dilemmas and Challenges.” Race Ethnicity and Education 17 (3): 299–303. doi:10.1080/13613324.2013.832917.
   Web of Science ®Google Scholar
• Larke, P. J. 1990. “Cultural Diversity Awareness Inventory: Assessing the Sensitivity of Pre-Service Teachers.” Action in Teacher Education 12: 401–421. doi:10.1080/01626620.1990.10734396.
   Google Scholar
• Larzen-Ostermark, E. 2009. “Language Teacher Education in Finland and the Cultural Dimension of Foreign Language Teaching – A Student Teacher Perspective.” European Journal of Teacher Education 32: 401–421. doi:10.1080/02619760903012688.
   Web of Science ®Google Scholar
• Laurence, J. 2011. “The Effect of Ethnic Diversity and Community Disadvantage on Social Cohesion: A Multi-Level Analysis of Social Capital and Interethnic Relations in UK Communities.” European Sociological Review 27: 70–89. doi:10.1093/esr/jcp057.
   Web of Science ®Google Scholar
• Laurence, J. 2016. “Wider-Community Segregation and the Effect of Neighbourhood Ethnic Diversity on Social Capital: An Investigation into Intra-Neighbourhood Trust in Great Britain and London.” Sociology 51 (5): 1011–1033. doi:10.1177/0038038516641867.
   PubMedGoogle Scholar
• Liu, L. B., and N. B. Milman. 2014. “Developing Glocally Informed Diversity and Equity Discourses: Examining Equity via Autobiographical Reflection.” Teacher Development 18 (4): 546–561. doi:10.1080/13664530.2014.946151.
   Google Scholar
• McDonald, M., E. Kazemi, and S. S. Kavanagh. 2013. “Core Practices and Pedagogies of Teacher Education: A Call for A Common Language and Collective Activity.” Journal of Teacher Education 64 (5): 378–386. doi:10.1177/0022487113493807.
   Web of Science ®Google Scholar
• McIntosh, K., J. Todd, and N. Das. 2019. “Teaching Migration, Belonging, and Empire in Secondary Schools.” TIDE-Runnymead report. http://www.tideproject.uk/wp-content/uploads/2019/07/TIDE-Runnymede-Teaching-Migration_Report_July-2019.pdf
   Google Scholar
• Mills, C. 2009. “Making Sense of Pre-Service Teachers’ Dispositions Towards Social Justice: Can Teacher Education Make a Difference?” Critical Studies in Education 50 (3): 277–288. doi:10.1080/17508480903156862.
   Google Scholar
• Milner, H. 2010. “What Does Teacher Education Have to Do with Teaching? Implications for Diversity Studies.” Journal of Teacher Education 61 (1–2): 118–131. doi:10.1177/0022487109347670.
   Web of Science ®Google Scholar
• Milner, H. 2012. “Challenges in Teacher Education for Urban Education.” Urban Education 47 (4): 700–705. doi:10.1177/0042085912452098.
   Web of Science ®Google Scholar
• Milner, H., L. Flowers, E. Moore, J. Moore, and T. Flowers. 2003. “Preservice Teachers’ Awareness of Multiculturalism and Diversity.” The High School Journal 87 (1): 63–70. doi:10.1353/hsj.2003.0018.
   Google Scholar
• Mirza, H. S. 1992. Young, Female and Black. Abingdon: Routledge.
   Google Scholar
• Myers, M., and K. Bhopal. 2017. “Racism and Bullying in Rural Primary Schools: Protecting White Identities Post Macpherson.” British Journal of Sociology of Education 38 (2): 125–143. doi:10.1080/01425692.2015.1073099.
   Web of Science ®Google Scholar
• Nieto, S. 1998. “From Claiming Hegemony to Sharing Space: Creating Community in Multicultural Education Course.” In Speaking the Unpleasant: The Politics of (Non) Engagement in Multicultural Education Terrain, edited by R. Chavez Chavez and J. O’Donnell, 16–31. Albany: State University of New York Press.
   Google Scholar
• Noguera, J. S., and K. McCluskey. 2017. “A Case Study of Early Career Secondary Teachers’ Perceptions of Their Preparedness for Teaching: Lessons from Australia and Spain.” Teacher Development 21 (1): 101–117. doi:10.1080/13664530.2016.1204353.
   Web of Science ®Google Scholar
• OECD (Organisation for Economic Co-operation and Development). 2010. Educating Teachers for Diversity. Meeting the Challenge. Paris: OECD.
   Google Scholar
• Ogay, T., and D. Edelmann. 2016. “‘Taking Culture Seriously’: Implications for Intercultural Education and Training.” European Journal of Teacher Education 39 (3): 388–400. doi:10.1080/02619768.2016.1157160.
   Web of Science ®Google Scholar
• ONS (Office for National Statistics). 2015a. “Hate Crime, England and Wales, 2014/15. Home Office Statistical Bulletin 05/15.” https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/467366/hosb0515.pdf
   Google Scholar
• ONS (Office for National Statistics). 2015b. “Migration Statistics Quarterly Report, August 2015: Local Area Migration Indicators Data.” http://webarchive.nationalarchives.gov.uk/20160105160709/http://www.ons.gov.uk/ons/rel/migration1/migration-indicators-suite/2014/rft-lami-august-2015.xls
   Google Scholar
• Oxfordshire County Council. 2019. “Withdrawal of the Trans Inclusion Toolkit.” http://schools.oxfordshire.gov.uk/cms/schoolsnews/withdrawal-trans-inclusion-toolkit.
   Google Scholar
• Picower, B. 2009. “The Unexamined Whiteness of Teaching: How White Teachers Maintain and Enact Dominant Racial Ideologies.” Race Ethnicity and Education 12 (2): 197–215. doi:10.1080/13613320902995475.
   Web of Science ®Google Scholar
• Pohan, C. A., and T. E. Aguilar. 2001. “Measuring Educators’ Beliefs about Diversity in Personal and Professional Contexts.” American Educational Research Journal 38 (1): 159–182. doi:10.3102/00028312038001159.
   Web of Science ®Google Scholar
• Pope, R. 2005. Creativity: Theory, History, Practice. Abingdon: Routledge.
   Google Scholar
• Pugach, M. C., and L. P. Blanton. 2012. “Enacting Diversity in Dual Certification Programs.” Journal of Teacher Education 63 (4): 254–267. doi:10.1177/0022487112446970.
   Web of Science ®Google Scholar
• Putnam, R. D. 2000. Bowling Alone: The Collapse and Revival of American Community. New York: Simon & Schuster.
   Google Scholar
• Puttick, S. 2018. “Student Teachers’ Positionalities as Knowers in School Subject Departments.” British Educational Research Journal 44 (1): 25–42. doi:10.1002/berj.3314.
   Web of Science ®Google Scholar
• Rhemtulla, M., P. É. Brosseau-Liard, and V. Savalei. 2012. “When Can Categorical Variables Be Treated as Continuous? A Comparison of Robust Continuous and Categorical SEM Estimation Methods under Suboptimal Conditions.” Psychological Methods 17 (3): 354–373. doi:10.1037/a0029315.
   PubMed Web of Science ®Google Scholar
• Sleeter, C. E. 2017. “Critical Race Theory and the Whiteness of Teacher Education.” Urban Education 52 (2): 155–169. doi:10.1177/0042085916668957.
   Web of Science ®Google Scholar
• Smith, H. J. 2013. “A Critique of the Teaching Standards in England (1984–2012): Discourses of Equality and Maintaining the Status Quo.” Journal of Education Policy 28 (4): 427–448. doi:10.1080/02680939.2012.742931.
   Web of Science ®Google Scholar
• Solomon, P. R., J. P. Portelli, D. Beverly-Jean, and A. Campbell. 2015. “The Discourse of Denial: How White Teacher Candidates Construct Race, Racism and ‘White Privilege.” Race Ethnicity and Education 8 (2): 147–169. doi:10.1080/13613320500110519.
   Google Scholar
• Thompson, I., J. McNicholl, and I. Menter. 2016. “Student Teachers’ Perceptions of Poverty and Educational Achievement.” Oxford Review of Education 42 (2): 214–229. doi:10.1080/03054985.2016.1164130.
   Web of Science ®Google Scholar
• Wilkins, C. 2014. “Inspecting the Inspectors: Race Equality and Quality in Initial Teacher Education.” Race Ethnicity and Education 17 (3): 445–470. doi:10.1080/13613324.2013.832939.
   Web of Science ®Google Scholar
• Willis, P. 1977. Learning to Labour: How Working-Class Kids Get Working-Class Jobs. Farnborough: Saxon House.
   Google Scholar
• Winch, C., A. Oancea, and J. Orchard. 2013. The Contribution of Educational Research to Teachers’ Professional Learning – Philosophical Understandings. London: BERA/RSA.
   Google Scholar
• Women and Equalities Committee Report. 2016. “Transgender Equality.” http://www.publications.parliament.uk/pa/cm201516/cmselect/cmwomeq/390/39002.htm
   Google Scholar
• World Rugby. 2020. “Landmark World Rugby Transgender Workshop Important Step Towards Appropriate Rugby-Specific Policy.” https://www.world.rugby/news/563437?lang=en
   Google Scholar