This year’s CCEAM / BERA seminar argued that teachers were crucial in promoting equity in education by fostering democratic languages and cultures (inclusive practices that promoted equity, diversity, and social justice). Despite this, disparities in educational outcomes persisted, reflecting broader societal inequities. To address this, the keynote advocated for equity-focused teacher training and policy changes to support inclusive practices. Research highlighted a lack of participatory culture in schools, which hindered relationships and quality learning (Imam, 2020). Imam and Taysum (2022) emphasized education’s role in empowering youth, fostering inclusive communities, and developing critical thinking. Theoretical insights from Dewey and PEACE informed the university’s support for secondary school teachers, emphasizing skill development through action research. Findings showed that integrating democratic languages and cultures into classrooms celebrated diversity, promoted inclusivity, and boosted student engagement and achievement. This approach helped dismantle structural barriers to equity. The keynote explored how action research could support collaboration between university educators and secondary schools, leading to teachers’ professional development and cultural competence. This could have informed equity-focused teacher training and shaped educational policies to support equitable school practices.
16:00 |
Welcome & Introduction
Dr Marlon Moncrieffe, Dr Rose Anne Cuschieri, Richard Race, Professor Paul Miller
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16:10 |
Teacher Training for Equity: Empowering Democratic Languages and Cultures to Inform Policy
Professor Hauwa Imam |
17:10 |
Q&A and discussion |
17:30 |
Event close |