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Diverse Teachers for Diverse
Learners: Changing the School
Experience
Professor Geri Smyth
University of Strathclyde
Aim of talk
When the pupil population of schools in the
UK and across the Western world is
becoming increasingly heterogeneous why
is the teaching population remaining
Relatively homogeneous?
Why does homogeneity in the teaching
profession matter?
Overview
Context of research
Who are learners? / Who are teachers?
What is ‘diverse’ in this context?
Diversity in UK, Canada, Australia and Nordic
countries
Why is diversification an issue?
Case Study of Diversifying the Profession: RITeS
Linguistic and Human capital
Change for the better
Acknowledgements
ESRC
Canadian SSHRC British Academy
NordForsk
General Teaching Council for Scotland
Individuals
Schools for the 21st Century
Every classroom is a place of diversity: of gender, socioeconomic
groups, ability or disability, mother tongues and learning styles.
Improving competences means teaching learners in a more
personalised way. Better tailoring teaching to each child’s needs
can increase student interest and engagement in learning activities
and improve their results, but its benefits should reach all students
equitably. ---- Teachers require specific training to work effectively
in diverse classrooms.
EU (2008)
Who are Learners?
Diverse
culturababackgrounds
Multiracial,
multilingual,
multi-ethnic
Who are Teachers?
What do we mean by diverse?
SL: Diverse in terms of outer markers like ethnicity or language,
but it can be in terms of many other social factors, and to me it’s
not just about including ethnically diverse teachers but as well
training teachers to become linguistically and culturally affirmative
and sensitive
GS:The teaching population doesn’t mirror the population of the
State and I do think that it is important to educate teachers to be
themselves culturally affirmative but also to increase the
recruitment of teachers from populations that are not traditionally
represented within the profession. I think until we can do that, it’s
going to be a continuing battle to get teachers to be more culturally
responsive to diversity
DIVERSITY IN A RANGE OF
NATIONAL CONTEXTS
Scotland, England, Ontario, Manitoba, Australia, Norway, Iceland
Briefing Notes for ESRC Seminars
Scotland
2009: 7.5% pupils from minority ethnic groups
2009: 1.5 % teachers from minority ethnic groups
0.6% in promoted posts
138 languages currently used by learners in Scottish schools in
their daily lives
The scale of the linguistic diversity in the country goes largely
unrecognised in the school system
So what?
A large proportion of participants lived in communities in which various heritage languages were used in daily cultural life. Those who described themselves as 'bilingual' felt that there was no real value given to their bilingualism. On the contrary, they were made to feel 'exotic', asked in front of the whole class to 'say a few words in your language'. It was extremely rare to find a pupil who was being supported in studying their home language for examination. Indeed, many resented the fact that they were required to learn French when they would rather give the time to studying their own home language. This was especially so if, as a result, it meant that they were required to study their language in supplementary classes after school or at weekends. MEPESS Report
England
Data for 2010 show:
16.0% (518,020) of all Local Authority maintained primary school
children have a first language known to or believed to be a
language other than English.
11.6% (378,200) of all state-funded secondary school children
have a first language known to or believed to be a language other
than English.
The number of bilingual teachers in schools in England is currently
estimated to be 4% (Conteh et al 2007)
Bhatti & Creese
What’s the Problem?
Attainment indicators in English, mathematics and science at Key
Stage 1, 2 and 3 over period 2004 – 2009 show that pupils for
whom English is a first language consistently outperform their
peers for whom English is an additional language in all three core
subjects in these Key Stages.
Conteh argues that ‘if we genuinely do want to help raise the
achievements of ethnic minority bilingual learners in our schools,
we need to recognise the distinctive skills and knowledge of
bilingual teachers’ (2007:469).
Canada
Ontario
The Ontario College of Teacher licenses 1,500 to 1,700 internationally educated teachers annually Transition to Teaching research: Only 3% of immigrant teachers successful in finding regular teaching jobs in publicly funded Ontario school boards in the 2008-2009 school year compared with 15% for the Ontario faculty of education graduates of 2008. Gagné
Manitoba
In 2008, nearly 10,000 (5.5%) students eligible for EAL support Approximately 225 internationally educated teachers apply for teaching certification in Manitoba each year; on average half are denied certification outright Bridging Programs for IETs Non-credit Mentorship Initiative for IETs Strategic hiring practices for IETs by school divisions Schmidt
Australia
Educational outcomes for Indigenous students are generally well
below those of non-Indigenous students
1-2% of primary teachers and less than 1% of secondary teachers
and school leaders are Indigenous.
Santoro
Nordic countries
Norway
Migrant population 2010:
11.4%
Pupils receiving differentiated
Norwegian education: 6.45%
Bilingual teachers: 4% of the
total teaching force
Since 1997 Educational Model:
transitional education
2004 BA for Bilingual Teachers
De Wilde
Iceland
Non-Icelandic citizens
1995 1.8%: 2010 6.8%
8.2% immigrants; majority
European
5.4% pupils with mother tongue
other than Icelandic
Lassen, 2007 reported 84
internationally educated teachers
in Icelandic compulsory schools
(2% of the teacher population)
Ragnarsdóttir
Under recruitment and under
employment Across the countries involved:
• Low recruitment of linguistic and ethnic minorities to teaching,
whether native or migrant
• Lower levels of employment for linguistic and ethnic minorities
• Under utilisation of linguistic capital of linguistic and ethnic
minorities
• Under representation of linguistic and ethnic minorities in
promoted posts
DISCUSSING DIVERSITY IN
THE TEACHING PROFESSION
Listening to teachers and pupils
Minority teachers speak
• Why should I be treated differently? I was born and brought up
in this country.
• You are constantly asked “where do you come from?”
• What I have found that really surprises me is the lack of
understanding of the Asian and minority ethnic cultures within
my colleagues
• This is me. I might not be able to fit into your pre-conceived
ideas of what I should be but I am me.
Minority teachers speak
• In my job at the primary school, I feel very positive to be there
as a primary school teacher, as a role model and as someone
who they can say “Oh well, there’s somebody who is a teacher,
who doesn’t necessarily look like me, or someone who does
look like me or looks a bit like me”.
• The pupils were racist, they were abusive, there was racist
graffiti on my wall, on my door and my supervising teacher was
at the back, making her notes, and I just couldn’t believe it.
Anyway, she finally approached me at the end of the lesson and
she said “just ignore it”.,
• I left my culture and language at the school front door when I
came in and I played white and I fitted in with my colleagues
Pupils speak
There shouldn’t be schools where you’re only allowed one race of
children or one religion ---
But if you go to a Jewish or Muslim school then you know that
everyone knows what you’re talking about
Discussion of place of RME in education
I don’t know why you can’t have more teachers that speak other
languages
Well some people make fun of your accent if you speak another
language
And it’s good if you get people who know what they’re talking
about when they tell you about other religions and places.
REFUGEES INTO TEACHING IN
SCOTLAND (RITES)
Case Study of Diversifying the Teaching Profession
RITeS: a case study from Scotland
Refugees Into Teaching in Scotland
Funded by the Scottish Government 2005-2011
370 teachers from across Asia and Africa who had arrived in
Scotland as asylum seekers and wished to recover their
professional identity by teaching in Scotland
Research funded by West of Scotland Wider Access Programme
Specific Barriers and Challenges
RITeS clients Immigration issues Long route to re-qualification Disclosure Scotland and Police checks Assessment of foreign certificates Obtaining GTCS registration Language difficulties
Stress Labelling Childcare needs Scottish education practice Obtaining the right information Support after asylum decision Financial pressure
Multiple Layers of Discrimination
Structural: UK Immigration and Asylum Legislation
Institutional: Requirements of Registration Cultural: -View of teaching and teachers among profession -Differing pedagogies and practices Personal: Attitudes from individuals –
‘colleagues’; parents, pupils
Discrimination in Practice
You are not approached from your profession(al) point of view. It (the
system) doesn’t target your profession. The target is your paper. If you
are given leave you will be given the chance to teach. Unless, you are
given paper there is no chance for you --- Male, Ethiopia, Secondary
The system ---, needs to be a little bit more welcoming to international
teachers and show them that they are trusted and they are valued and
they know what they are doing. --- The whole system seems to be like
(saying) ‘You are not good enough. We are not sure that you can deliver’.
Female Uganda Secondary
When you have been told by GTCS that you are not qualified enough to
teach in Scotland it destroys confidence and generates anxiety and you
want to get there and prove them wrong. It is the same as sending a
suspect to jail before a court hearing. I only needed confidence in a new
environment, Scottish systems/ways and context.
Male, Zimbabwe, Primary
Why is this an issue for concern?
When the dominant ethnicity of the teaching workforce is white, it is difficult for cultural difference to be truly recognised, represented and respected in school (Lynch and Lodge, 2002)
When the tools of instruction are incompatible with, or worse, marginalise, the student’s cultural experiences, a disconnect with school is likely (Irvine, 1992)
As long as the socioculturally marginalised are identified as ‘the other’ by the dominant group in society, then they will be subjected to cultural imperialism (Cummins, 1996)
Conversations of respect between diverse communities are characterized by intellectual reciprocity. They are the ones in which the participants expect to learn from each other, expect to learn non-incidental things, expect to change at least intellectually as a result of the encounter. (Wlodkowski & Ginsberg, 1995)
Diverse Teaching in Action
She doesn’t know
English yet but she
knows French.
She doesn’t know
English yet but she
knows French.
I did Lingala
because it’s her
best language.
Multilingual Classrooms
‘Exert educational effort that takes into account
and builds on the diversity of languages and
literacy practices that children and youth bring
to school’
(Garcia, Skutnabb-Kangas and Torres Guzman)
The Face of Teaching?
We see that the face of Scotland is changing. We can see a lot of
children in primary schools from different countries, from different
cultures. I think we have to get all the teachers, especially from
other countries, to get involved with these children because they
know them well, they know how the system has been working in
their country and they give a lot of positive support for these
children to grow up and succeed in this society.
(Primary Female Teacher, Burundi)
Culturally Responsive Pedagogy
Culturally Responsive Pedagogy
Culturally responsive pedagogy facilitates and supports
the achievement of all students. In a culturally
responsive classroom, effective teaching and learning
occur in a culturally supported, learner-centered
context, whereby the strengths students bring to school
are identified, nurtured, and utilized to promote student
achievement. (Richards, Brown and Forde)
Educational practices that build upon and are
responsive to the linguistic, interactional, cognitive and
learning patterns of diverse families. (Perry)
Culturally Responsive Pedagogy
Using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively.
Gay (2000) If teaching reflects the cultural and linguistic practices and values
of only one group of students, then the other students are denied an equal opportunity to learn. Richards et al (2006)
Academic achievement of ethnically diverse students will improve when they are taught through their own cultural and experiential filters
(Au & Kawakami,1994; Foster, 1995; Hollins, 1996; Ladson-Billings, 1994)
Untapped Potential for CRP
When teachers hear you are a refugee, a black for that matter, it
looks like they want you to go for cleaning jobs. That is where they
think you belong. They see your efforts to teach as straying into an
area that is their domain and where you do not belong to. It is
ignorance, it is racism and it is not healthy for a multicultural
community where my children belong.
(Female Secondary teacher, Burundi).
Language
No. of
speakers Language No. of
speakers Language
No. of
speakers Language
No. of
speakers
Albanian 3 Hebrew 1 Persian 1 Shona 13
Arabic 23 Hindi 1 Polish 1 Singhala 1
Beri 1 Italian 4 Portugese 1 Somalian 4
Chichewa 1 Kikongo 2 Punjabi 1 Spanish 1
Croatian 1 Kinyarwanda 1 Pushtu 1 Suahili 5
Dutch 1 Kirundi 2 Romanian 1 Tamil 2
English 83 Kurdish 5 Rugandan 1 Turkish 3
Farsi 3 Lingala 4 Rukiga 1 Ukrainian 2
French 17 Luba 1 Runyankore 1 Urdu 9
Georgian 1 Magyar 1 Russian 6 Xhosa 1
German 2 Ndebele 4 Serbian 2 Yoruba 2
Languages spoken by RITeS clients,
Human Capital
--- many adults before coming in UK -- are well educated in some
other field. They can’t get back in their professions because they
don’t know where to start. Many of my fellows from (Africa) lost
that motivation and end up in factories to make their living. --- I
have seen many(refugee professionals). After five to seven years
of long (process of asylum) and with all the costs involved when
they come here they end up in factories. When they don’t use it
they will lose it.
Male, Congo DRC, Secondary
Human Capital
I am currently working as an administrator in the (local Scottish
hospital). --- but it is very difficult when you are a teacher and
decide just to drop (it) like that. You always have a feeling that
there is something which is missing in you and even if you have
another job they do not value you as a teacher. You always feel
that you are reduced to a very low level and you don’t fulfil your
potential. --- I am not going to carry on like this doing a job, a
work that I am not happy to do and where they undervalue me.
So, I say, let’s go back to my roots, and that is what I am planning
to do.
Male, Burundi, Secondary
Taking on the Challenge
I have made up my mind --- to face this challenge. --- I am ready
for going back into teaching and no matter how the challenge is
going to be, I am going to face them and I will try my best to stick
in the profession that I love and the profession that I am devoted
to. Male, Burundi, Secondary
Where to Now? Recommendations
• Recruitment of teachers who have access to teaching in more than the majority language is essential to ensure that the linguistic capital of pupils n Scotland is built on and given status.
• Bilingual skills of such teachers must be recognised.
• Figures must be collected regarding teachers’ knowledge and use of the other languages spoken on a daily basis.
• Efficient and effective systems must be in place to provide immediate support in the event of any racial harassment
• Provision of CPD designed to enable bilingual teachers to use their skills to support the growing numbers of bilingual pupils.
Meeting the Challenge of ‘Schools for the
21st Century’
Much greater exposure to and understanding of,
diversity throughout the pre service and in-service
education of teachers
– University teaching and diverse placements
Enabling internationally educated teachers to bring
diverse linguistic and cultural lenses into schools
Recognise, value, celebrate and utilise difference in the
classroom.
Teachers Learning from Diverse
Learners
Diverse Teachers Celebrate