ESRC Project Diverse Teachers for Diverse Learners
Dr Vini Lander Sept. 2011
Seminar 1- 23rd February 2011 University of Strathclyde Glasgow
The first seminar set an international context on how to recruit and promote greater ethnic diversity
within the teacher workforce. The discussion examined a number of factors which may affect BME
teachers in schools. It is interesting to note that the term ‘diversity’ was interpreted in terms of
ethnicity and to some extent linguistic diversity. The initial discussion identified the following factors
affecting BME teachers
1. Racism in schools
2. Bilingual learners and BME teachers as speakers of English as another/additional language in
their language repertoire
3. There were expressions of valuing such ethnic and linguistic diversity amongst the teacher
workforce and pupil population
4. In terms of initial training, the location of the provider was key to where the BME candidates
went to train as teachers
5. There were also feelings that BME teachers were ghettoised in sectors meeting the needs of
BME pupils
6. Very few BME teachers getting permanent employment in schools
7. There was a distinction between BME overseas trained teachers and those who were BME
Scottish born teachers as having differing needs.
8. The groups also questioned whether we needed to examine age, class, disability, urban/rural
diversity.
9. The Canadian presentation illustrated the value of appreciating the skills and talents of
overseas trained teachers and proving them with scaffolded learning, training and
employment opportunities.
10. The presentation from Iceland showed how linguistic diversity was valued.
11. The terminology at times positioned BME teachers e.g. immigrant, migrant teachers and
whilst the descriptor is correct they seemed to be value-laden and created the notion of the
outsider or Other; a more positive and affirming term that was used was ‘internationally
educated teachers’.
12. Broader themes which emerged from Seminar 1
a. Terminology – what language do we use? Who defines/labels/positions the
teachers?
b. How is the value of incomer teachers defined? By whom? How?
c. How does terminology isolate/marginalise?
d. Three strands emerged:
i. New arrivals first generation BME teachers and accepting them as fellow
professionals – what are the bridges/barriers to their integration?
ii. 2nd/3rd/4th generation teachers what are the institutional or structural
barriers that they have to negotiate? What are the policies and practices
which impede or promote career development? How many headteachers in
Scotland are from a BME group? It is that we are professionals and they are
the professional Other? Or the ethnic professional?
iii. Third strand is Initial teacher education – do we have sufficient numbers of
BME candidates to ITE courses? If not, we why not?
e. Do we need a multi-terrain vehicle which recruits, retains and promotes
BME/diverse teachers as valued members of the profession as teachers for all pupils
and not marginalised in teaching pupils with EAL or as community teachers?
f. We need to examine the structural barriers – we need to challenge policy makers to
think about the impact of their policies on access, engagement and the
diversification of the teacher workforce.
g. Raising the aspiration of BME youngsters to become teachers.