In England, the contradiction of teacher diversity
- By Ayo Johnson
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E-mail China.org.cn, November 18, 2017
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University of Cambridge [Photo by Xu Lin / China.org.cn] |
London is seen as one of the most diverse capitals in the world, with mixes of cultures, languages and ethnicities. The government's approach to multiculturalism remains positive. But critics say that there is a lack of integration, with austerity and communities living in isolated pockets exposing the cracks in our society.
The teaching profession is central to the question of diversity. It is perhaps our most integrated vocation, shaping and moulding the minds of the next generation. A sophisticated educational system includes a varied blend of teaching practices.
Yet, only 7 percent of teachers in England are from ethnic minority backgrounds, according to a report conducted by the race equality think tank Runnymede Trust for the National Union of Teachers (NUT). Uncomfortable truths like this can be very worrying, and many educators believe they have been sold a lie.
Minority teachers often work in isolation, unable to integrate with their predominantly white colleagues, feeling alone and at times segregated with little or no support network.
Many will refrain from common forms of socializing; going to the pub after work, for example, may be taboo. Cultural and religious dispositions make fraternizing with colleagues a luxury rarely indulged. Self-exclusion leads, in turn, to self-isolation.
Teaching is a structurally social profession, with a social support system forming the backbone of the pedagogical experience. Ethnic minority teachers are unable to tap into this professional network. They are unable to take advantage of recruitment opportunities that can be gained at social gatherings, which negatively affecting these teachers’ ability to receive promotions.
It is not surprising, then, that retention is a challenge and turnaround levels are high. According to the NUT report, 75 percent of minority teachers have considered leaving the profession.
The usual stereotypes associated with teaching are plain to see. Schools are not reflective of the communities they serve, such that ethnic minority teachers often say there is "no one that looks like me." They have been promised a dream of teacher diversity that has never been true.
The profession itself is facing a crisis. Poor wages, long working hours, increased workloads and educational policy changes have contributed to a diminished interest in the field. Parents harbor pessimistic views of teaching, which influences their children not to consider it for future employment. As a result, the number of new teachers remains stubbornly low across the board.
Over 70,000 additional educators are needed throughout the United Kingdom in order to counter the lack of teacher intake. The recruitment processes targeted at minority communities are especially inadequate and unencouraging.
The advertising materials are unclear, and the pitches aren’t targeted correctly. It's no surprise that ethnic teachers are not being recruited in sufficient numbers.
Minority teachers are already paid less, and the wage gap is widening. Pay increases are associated with activities believed to be more intellectually rigorous. Heading a department, leading a subject area or working with groups designed to advance pupils to a higher grade can guarantee a pay raise.
Yet ethnic minority teachers are usually given the most challenging tasks, including behavioral responsibilities such as curbing unruly children. It is assumed that teachers from minority backgrounds have a deeper understanding when addressing challenging children, many of whom are also ethnic minorities. But the reality is that handling a disproportionate share of these difficult pupils often overburdens minority teachers.
If teachers are bewildered by the situation they find themselves in, then ethnic minority children must similarly be confused. There are fewer teachers that look like them, fewer that can understand them and fewer that can be seen as mentors. Unfortunately, a lack of role models is a root cause of gang culture and criminality, thus perpetuating the diminished status of ethnic minorities in our society.
If we want to solve these problems, we must recognize that both teaching and learning are far more complex and challenging or these diverse communities than they have been at any point in history.
Ayo Johnson is a British Journalist and columnist with China.org.cn.
Opinion articles reflect the views of their authors, not necessarily those of China.org.cn.
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