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ERIC Number: EJ1102710
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1360-3116
How Can Only 18 Black Teachers Working in Liverpool Represent a Diverse Teaching Workforce? A Critical Narrative
Boyle, William; Charles, Marie
International Journal of Inclusive Education, v20 n8 p871-888 2016
This paper follows on from the authors' previous research into minimal Black teacher representation in Liverpool schools [Boyle, B., and M. Charles. 2010. "Tightening the Shackles: The Continued Invisibility of Liverpool's British African Caribbean Teachers." "Journal of Black Studies" 42 (3): 427-435]. It is based on a re-examination of their findings of Liverpool's Black teachers' historic institutionalised invisibility ["Swann Report. 1985." "Education for All. Report of the Committee of the Enquiry into the Education of Children from Ethnic Minority Groups". London: Her Majesty's Stationery Office.] and an interrogation of the situation as revealed by the 2015 data. The article uses as its evidence base, questionnaire responses and data from a sample of interviews with the current 18 Black teachers. Despite the voices of Black teachers being marginalised and even less likely to be heard, it is vital that the pedagogies of Black teachers contribute to a "dismantling of binaries and hierarchies that privilege Eurocentric paradigms of teaching" [Escayg, K. 2010. "Diverse Classrooms, Diverse Teachers: Representing Cultural Diversity in the Teaching Profession and Implications for Pre-Service Admissions." "Canadian Journal for new Scholars in Education" 3 (2): 1-8, 4].
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Liverpool)
Grant or Contract Numbers: N/A