Creating the Anti-racism Framework to Transform the Curriculum for Student Teachers in England

Abstract

This chapter presents findings from a global literature review (LR) into anti-racism in initial teacher education/training and a national survey for England which was constructed following the review to gain a contemporaneous picture of anti-racism work in initial teacher education/training (ITE/T) in England. Both the LR and survey revealed a pressing need for student teachers to become racially literate and for guidance for ITE/T providers in teaching student teachers about race, racism, and anti-racism. The findings from the LR and survey were then utilised to construct the anti-racism framework (ARF) for ITE/T for England, which was written to provide such guidance within a policy landscape which is argued as de-racialised. The chapter concludes with an imagined case study demonstrating how the framework could be used to support critical and informed reflections on the content of the current ITE/T curriculum to avoid damaging deficit assumptions about Black and global majority (BGM) pupils and their schooling.

Citation

Smith, H.J. and Lander, V. (2024), "Creating the Anti-racism Framework to Transform the Curriculum for Student Teachers in England", Moncrieffe, M.L., Fakunle, O., Kustatscher, M. and Rost, A.O. (Ed.) The BERA Guide to Decolonising the Curriculum: Equity and Inclusion in Educational Research and Practice (The BERA Guides), Emerald Publishing Limited, Leeds, pp. 159-168. https://doi.org/10.1108/978-1-83549-144-720241014