1. ‘Race’, inclusion and diversity A workshop for teacher trainers

2. These slides contain the responses from 60 trainee teachers on a PGCE course. The vast majority were on a secondary PGCE programme, whilst the others were on a primary programme. The intention of these materials is to support tutors on ITE courses explore their views about ‘race’, inclusion and diversity, and to consider the views of trainee teachers and how they can be supported in their understanding of the issues associated with these areas.

3. Definitions Trainee teachers were asked to identify what they understood by these terms. ‘Race’ Inclusion Diversity What do you understand by these terms? What do you see as the similarities and differences between these terms? What challenges do these areas raise for trainee teachers? What challenges do they raise for you as a teacher trainer?

4. Definitions ‘Race’InclusionDiversity Ethnicity34 (56.7%)Community4 (6.7%)Fairness5 (8.5%) Colour3 (5%)Equality17 (28.3%)Difference31 (52.5%) Identity4 (6.7%)Individual4 (6.7%)Inclusive6 (10.2%) Culture11 (18.3%)Acceptance4 (6.7%)Variety27 (45.8%) Genealogy5 (8.3%)Accessible27 (45%)Ethnicity19 (32.2%) Problematic term1 (1.7%)Problematic term1 (1.7%)Ability6 (10.2%) Origins17 (28.3%)Not exclude12 (20%) Include28 (46.7%) These are the responses from 60 trainee teachers when asked to define the terms How appropriate do you feel their responses are? Are there any responses that you feel ought to be challenged or queried? If so, how would you attempt to do this?

5. Prior experience Trainees were asked whether their personal experience of ‘race’, inclusion and diversity prior to starting the course was non-existent to extensive (considering neighbourhood, school, work etc) Non-existentLimitedQuite a lotExtensive 1 (1.7%)25 (41.7%)27 (45%)7 (11.7%) Trainees were asked how central were issues of ‘race’, inclusion and diversity in relation to their undergraduate degree studies Non-existentHardly centralQuite centralCentral to my degree ‘Race’21 (35%)22 (36.7%013 (21.7%)4 (6.7%) Inclusion26 (44.1%)19 (32.2%)12 (20.3%)2 (3.4%) Diversity18 (30.5%)19 (32.2%)17 (28.8%)5 (8.5%) These figures indicate that many trainee teachers have limited knowledge and experience of ‘race’, inclusion and diversity. How might you address these limitations in your course? What experiences would be desirable/possible? Think about what could be done within university programmes and schools.

6. Priorities Trainees were asked whether issues of ‘race’, inclusion and diversity were a priority for them in learning to be a teacher Had not considered it/not a priority LowMediumHigh Prior to starting the course 8 (13.3%)14 (23.3%)21 (35%)17 (28.3%) Half way through the course 1 (1.7%)4 (6.7%)20 (33.3%)33 (55%) Trainees were asked how important they felt it was to learn about ‘race’, inclusion and diversity in relation to other aspects of learning to be a teacher Not importantQuite importantImportantVery important 011 (18.3%)21 (35%)28 (46.7%) How big a priority do you feel these issues ought to be for trainee teachers, given the range of things trainees need to learn about within a course? What might you do to stress the value of these areas, so that trainee teachers see them as priorities?

7. Course component Trainees were asked whether courses about ‘race’, inclusion and diversity ought to be a compulsory part of their course Not includedOnly for those in multi-ethnic schools OptionalCompulsory ‘Race’1 (1.7%) 8 (13.3%)50 (83.5%) Inclusion003 (5%)56 (93.3%) Diversity011 (18.3%)21 (35%)51 (85%) Trainees were asked what a course on ‘race’, inclusion and diversity should consist of Lecture inputLecture input and group discussion 2-4 specific sessions (a session being 2 hours) More than 4 specific sessions 1 (1.7%)36 (60%)19 (31.7%)2 (3.3%)

8. Course component Trainees were asked what they thought ought to be covered on a course to do with ‘race’, inclusion and diversity Race Equality Policies 15 (25%) How to deal with racist incidents 11 (18.3%) Knowledge of minority ethnic cultures 14 (23.3%) SEN 8 (13.3%) An understanding of multiculturalism 10 (16.7%) Gender 23 (38.3%) Sexuality 27 (45%) Gifted and talented 15 (25%) Religion 10 (16.7%) Do you feel there should be compulsory elements relating to these within an ITE course? What do you feel would constitute an appropriate course? What do you feel ought to be covered in such a course? Who ought to teach such a course (and why)?

9. Dealing with racism Trainees were asked how confident they felt about tackling ‘racist’ incidents Not at allQuite confidentConfidentVery confident 14 (23.7%)28 (47.5%)16 (27.1%)1 (1.7%) Trainees were asked how they would deal with a ‘racist’ incident in school Report student 20 (37%) Reprimand 15 (27.8%) Class Discussion 10 (18.5%) Talk 29 (53.7%) Make pupil apologise 2 (3.7%) Follow school procedures 16 (29.6%) How comfortable would you feel providing trainee teachers with advice about dealing with racism (and why might this be)? How appropriate do you feel the trainees’ responses are? What could be done to make (you?) the trainees feel more confident?

10. Dealing with racism A student in a class uses a racist remark to refer to a group of Black students. The remark is clearly offensive and derogatory to other students. A Black student is clearly upset by the remark and makes a comment to indicate this. How would you advise trainee teachers to deal with this? In discussion, some trainees suggest tackling the issue head on by discussing the remark openly. This would also include what the remark means, where it comes from and why it was used. The student would be encouraged to explain why the particular remark was used and the Black student would be encouraged to explain how they felt about the remark being used. The student would be expected to apologise for the use of such a remark. Other trainees suggest a more individual discussion by taking the student aside and asking them why they used the remark, if they understood the effect it had on others and why it is clearly unacceptable to use such remarks. The student would be expected to apologise to the Black students. Some trainees feel that the incident needs to be ‘played down’, and that this such comments are part of banter between students. How would you support this discussion between the trainee teachers and help them explore the implications of their ideas?

11. Exploring stereotypes You are using pictures with a group of trainee teachers. These pictures include a picture of a young black male teenager in a hoodie smoking, a young Muslim female dressed in traditional hijab and a young Asian male playing chess. Trainee teachers are asked to discuss first impressions of the individuals and then the strategies that can be used to challenge stereotypes and how these may affect their own teaching and expectations of the groups being discussed. Such an exercise could be used to help trainee teachers identify stereotypes. How might you build on this type of exercise in the university component of the course to support trainees’ effective classroom practice? How else might you get trainee teachers to identify and explore the stereotypes that they have? What school based exercise(s) could you devise to explore stereotypes in the classroom/curriculum?

12. Concerns about inclusion and diversity Trainees were asked how confident they felt about creating an inclusive classroom Not at allQuite confidentConfidentVery confident 5 (8.5%)17 (28.8%)34 (57.6%)3 (5.1%) Trainees were asked how confident they felt about dealing with issues of diversity Not at allQuite confidentConfidentVery confident 6 (10.5%)23 (40.4%)25 (43.9%)3 (5.3%) What concerns do you feel trainee teachers have about inclusion and diversity? What experiences do you currently include in your course to support trainee teachers in these areas? What additional steps could you take to ensure all trainee teachers feel at least confident in addressing inclusion and diversity?

13. ‘Whiteness’ A number of trainee teachers were interviewed and as part of this were asked about the how being ‘white’ was perceived. Three responses are included below. The majority of trainee teachers in the UK are ‘white’. What do these comments from trainee teachers reveal about their understanding of ‘whiteness’? What benefits do you think trainee teachers might gain from an understanding of ‘whiteness’? Is this something that you already do on your course and something with which you are comfortable (if so, why, if not, why not)? I’d hate to say it but I think in UK, in Europe, it’s still seen as a slight advantage. You still read newspaper reports where unfortunately ethnic minority groups find it harder to get jobs and particularly Black people. I think here because I am in the area that I live, places I have been schooled predominantly have all been White British places, I’ve never felt that I’ve had a particularly White British identity. I think because White British is the majority, there is less of a need to assert an identity really. I travelled in Africa a couple of years ago and also experienced the other side of the coin because all of – I was the odd one out and everyone was pointing at you and looking at you and … small children especially, like often hadn’t seen a White person before and they would shout and yell and it was a bit like a celebrity, it was like -. But that was a nice – because it was always positive. It was always “Oh wow a White person” whereas here obviously if you might not experience it in such a positive way. But it certainly made me realise how much it is to be the norm in this country because I’m White, because I don’t stand out anyway. By contrast there I definitely stood out.

14. Next steps What actions are currently taken to support and monitor trainee teachers’ understanding of ‘race’, inclusion and diversity? In which areas do you feel you or your trainee teachers need additional support? What could be done within a) the university component b) the school based component of the course to support trainee teachers further?