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Lander, V, Nicholson, L and Goenechea, C (2023) Breaking the cycle of couscous pedagogy: Are future teachers empowered to teach in multicultural societies? Journal of Education for Teaching, 50 (3). pp. 435-449. ISSN 0260-7476
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Abstract
Despite the increasing racial diversity within British and Spanish societies, teacher education and school curricula continue to be Eurocentric and taught by predominantly White teachers. This quantitative research sought to explore the perceptions of student teachers in relation to their attitudes and preparedness to teach in ethnically diverse school contexts. Data were gathered at two universities, one in Southern Spain and the other in Northwest England. The article employs critical race theory and critical whiteness studies as frames to understand outcomes of an online questionnaire. The majority White student teacher sample across both countries register an acceptance of racial diversity and report the need for better preservice teacher education in this respect. Despite preservice teachers’ positive responses to racial diversity, teacher education in both countries fails to equip them for increasingly diverse classrooms. This failure serves to replicate the enactment of whiteness and, does not develop student teachers’ stated commitment to racial diversity.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | Critical race theory (CRT); initial teacher training; whiteness; racial diversity; student teacher perceptions; 3901 Curriculum and Pedagogy; 3903 Education Systems; 39 Education; 4 Quality Education; 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education; Education; 3901 Curriculum and pedagogy; 3903 Education systems |
| Subjects: | H Social Sciences > HT Communities. Classes. Races L Education > L Education (General) |
| Divisions: | Education |
| Publisher: | Taylor and Francis Group |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 05 Feb 2025 15:25 |
| Last Modified: | 05 Feb 2025 15:30 |
| DOI or ID number: | 10.1080/02607476.2023.2274919 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/25545 |
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