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dc.contributor.authorMaylor, Uvanneyen
dc.date.accessioned2017-12-18T10:22:55Z
dc.date.available2017-12-18T10:22:55Z
dc.date.issued17-12-15
dc.identifier.citationMaylor U (2017) 'Black male pre-service teachers: tomorrow’s teachers', Journal for multicultural education, 12 (2), pp.111-125.en
dc.identifier.issn2053-535X
dc.identifier.doi10.1108/JME-01-2017-0001
dc.identifier.urihttp://hdl.handle.net/10547/622449
dc.description.abstractEngland’s school population is ethnically diverse yet the teacher workforce is predominantly White and female. While Black teachers are in short supply in England, Black male teachers are even fewer in number. This article seeks to understand the shortage of Black male teachers through the qualitative experiences of a small group of Black male pre-service teachers. Utilising critical race theory the article seeks to understand the preparation that a group of Black male pre-service teachers during their teacher training course and its impact on their willingness to commit to entering the teaching profession. The article questions whether Black pre-service teachers experience of a lack of acceptance in schools during their pre-service training contributes to the under-representation of Black male teachers in English schools.
dc.language.isoenen
dc.publisherEmeralden
dc.relation.urlhttps://www.emeraldinsight.com/doi/abs/10.1108/JME-01-2017-0001
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjecteducationen
dc.subjectteachersen
dc.subjectBlack malesen
dc.subjectraceen
dc.subjectteacher trainingen
dc.subjectX142 Training Teachers - Higher Educationen
dc.titleBlack male student teachers: tomorrow’s teachers?en
dc.typeArticleen
dc.identifier.eissn2053-535X
dc.identifier.journalJournal for multicultural educationen
dc.date.updated2017-12-15T14:26:23Z
dc.description.noteembargo set as 3 months from date submitted - can be released when first published online.
html.description.abstractEngland’s school population is ethnically diverse yet the teacher workforce is predominantly White and female. While Black teachers are in short supply in England, Black male teachers are even fewer in number. This article seeks to understand the shortage of Black male teachers through the qualitative experiences of a small group of Black male pre-service teachers. Utilising critical race theory the article seeks to understand the preparation that a group of Black male pre-service teachers during their teacher training course and its impact on their willingness to commit to entering the teaching profession. The article questions whether Black pre-service teachers experience of a lack of acceptance in schools during their pre-service training contributes to the under-representation of Black male teachers in English schools.


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