How is cultural diversity positioned in teacher professional standards? An international analysis

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Santoro, Ninetta and Kennedy, Aileen (2015) How is cultural diversity positioned in teacher professional standards? An international analysis. Asia-Pacific Journal of Teacher Education. ISSN 1359-866X (https://doi.org/10.1080/1359866X.2015.1081674)

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Abstract

Unprecedented levels of global mobility mean that culturally homogenous classrooms are now increasingly rare. This brings with it challenges for teachers and raises issues about what constitutes quality teaching and teachers. Professional standards are commonly seen as a key policy instrument through which teacher quality can be enhanced. This article presents an analysis of teacher professional standards from five of the most culturally diverse nations in the English speaking world. Using critical discourse analysis we examine how culturally and linguistically diverse learners and culturally responsive pedagogy are positioned, and what the standards stipulate teachers should know, and be able to do, in fulfilling their professional obligations. We conclude by raising concerns about how the official representations of teaching in particular national contexts fail to position culturally diverse learners and culturally responsive teaching as a priority.

ORCID iDs

Santoro, Ninetta ORCID logoORCID: https://orcid.org/0000-0002-3357-3900 and Kennedy, Aileen ORCID logoORCID: https://orcid.org/0000-0002-2724-6911;
CORE (COnnecting REpositories)