Educating Teachers for Diversity
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Educating Teachers for Diversity

Meeting the Challenge

This publication summarises key research findings which can be used to redesign initial and continuing teacher education to help practitioners effectively teach diverse students. It looks at challenges teachers face in OECD countries and presents a range of policies and practices used in various contexts, from countries with long histories of diversity to those with more recent experiences. The key role of evaluation – of teachers, schools and systems – is emphasised. Educating Teachers for Diversity: Meeting the Challenge asks how these insights can inspire continuing educational reform for our changing classrooms, with a special focus on key questions for research, policy and practice.
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Chapter
 

School leader approaches to multicultural education

a Northern Ireland case study You do not have access to this content

English
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Author(s):
Claire McGlynn

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This chapter critically examines a variety of approaches to diversity in integrated schools (i.e. mixed Catholic and Protestant) in Northern Ireland and considers their implications in the context of the wider debate around multiculturalism. It presents a study of integrated school principals and their responses to diversity in their schools. It furthermore provides a summary of the characteristics of different approaches to integration and how they can be viewed with respect to teacher education. Given the range of possible educational responses to cultural diversity, it is important to determine which are the most contextually relevant in order to encourage their adoption throughout initial and ongoing teacher education. This chapter argues that multiculturalism and multicultural education can provide a valuable frame for analysis of integrated education policy and practice.
 
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