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Involving the community in education 2014

Date: December 11, 2014 Category:

SIRIUS Policy Networks works to involve the community in education. During 2013 we have been working hardly on this issues and we have produced some outputs you can find below.

DIVERSITY IN THE TEACHER FORCE: GAINS, PROMISES AND CHALLENGES FROM PRACTICAL PERSPECTIVE

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Teacher position paperThis document takes up an issue that is moving more and more towards the centre of attention: the mismatch in by far most schools in Europe between, on one side, the rapidly increasing social, cultural and linguistic diversity in the classrooms and, on the other side, prevailing social, cultural and linguistic homogeneity of the respective teacher force. There seems to be an almost intuitive understanding that it is not an ideal situation when almost exclusively middle-class, monolingual teachers of native ethnic origin teach predominantly working-class, multilingual pupils of most diverse ethnic origins. With the children of the first large wave of labour migration to Europe having come of age, we find slowly rising numbers of trained teaching professional who have roots in immigrant or ethnic minority families themselves. Moreover, in the past years, the facilitated recognition of qualifications obtained in foreign countries has, in principal, opened possibilities for immigrated teachers to become employed. Especially schools catering for neighbourhoods with relatively high shares of immigrant population and ethnic diversity are beginning to see the advantages of a more diverse teacher force.

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