Picture of sea vessel plough through rough maritime conditions

Innovations in marine technology, pioneered through Open Access research...

Strathprints makes available scholarly Open Access content by researchers in the Department of Naval Architecture, Ocean & Marine Engineering based within the Faculty of Engineering.

Research here explores the potential of marine renewables, such as offshore wind, current and wave energy devices to promote the delivery of diverse energy sources. Expertise in offshore hydrodynamics in offshore structures also informs innovations within the oil and gas industries. But as a world-leading centre of marine technology, the Department is recognised as the leading authority in all areas related to maritime safety, such as resilience engineering, collision avoidance and risk-based ship design. Techniques to support sustainability vessel life cycle management is a key research focus.

Explore the Open Access research of the Department of Naval Architecture, Ocean & Marine Engineering. Or explore all of Strathclyde's Open Access research...

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

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

[img]
Preview
Text (Santoro-Kennedy-APJTE-2015-How-is-cultural-diversity-positioned-in-teacher-pofessional-standards)
Santoro_Kennedy_APJTE_2015_How_is_cultural_diversity_positioned_in_teacher_pofessional_standards.pdf
Accepted Author Manuscript

Download (789kB) | Preview

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.