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A differently imagined margin: Initial Teacher Training and Black and Minority Ethnic groups in the Lifelong Learning Sector in the north of England

Rennie, Sandra and Walker, Bob (2011) A differently imagined margin: Initial Teacher Training and Black and Minority Ethnic groups in the Lifelong Learning Sector in the north of England. Teaching in lifelong learning: a journal to inform and improve practice, 3 (2). pp. 28-38. ISSN 2040-0993

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    Abstract

    We look at how marginal education spaces are differently imagined and (re)produced. We trace aspects of learners’ journeys and the different pathways into Initial Teacher Training (ITT) made available through a university and an Adult Education-based networking organisation in the Lifelong Learning Sector (LLS) in England. We focus on urban localities and the venues used to offer and run PTLLS courses aimed at attracting Black and Minority Ethnic (BME) recruits to teaching careers. We compare the profiles of these trainee groups and the effect of the different approaches taken by these organisations. We look at organisational and spatial aspects of training ‘offers’ and provision, the impacts of this on the recruitment of learners and how teaching careers are differently imagined within this marginal space. We conclude with suggestions for altering the discourse used to review and plan the recruitment of BME teacher trainees.

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    Item Type: Article
    Subjects: H Social Sciences > HT Communities. Classes. Races
    L Education > L Education (General)
    L Education > LC Special aspects of education
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    References:

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    Depositing User: Cherry Edmunds
    Date Deposited: 01 Dec 2011 11:57
    Last Modified: 14 Aug 2013 10:51
    URI: http://eprints.hud.ac.uk/id/eprint/12030

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