Manuela Heinz – författare

This edited volume is about diversifying the teaching profession. It is unique in its inclusion of multiple dimensions of diversity; its chapters focus on a wide range of under-represented groups, including those from lower socio-economic groups, Black and minority ethnic groups, migrants, the Travelling community, the Deaf community, the LGBTQI+ community and those of mature age.The book includes contributions from Australia, England, Iceland, Portugal and Scotland, as well as a number of chapters from the Irish context, mostly emanating from projects funded under Ireland’s Higher Education Authority’s Programme for Access to Higher Education (PATH): Strand 1—Equity of Access to Initial Teacher Education.The book also critically engages the rationale for diversifying the profession, arguing not only that representation still matters, but also that ultimately teacher diversity work needs to encompass system transformation to achieve a diverse, equitable and inclusive teaching profession.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This edited volume is about diversifying the teaching profession. It is unique in its inclusion of multiple dimensions of diversity; its chapters focus on a wide range of under-represented groups, including those from lower socio-economic groups, Black and minority ethnic groups, migrants, the Travelling community, the Deaf community, the LGBTQI+ community and those of mature age.The book includes contributions from Australia, England, Iceland, Portugal and Scotland, as well as a number of chapters from the Irish context, mostly emanating from projects funded under Ireland’s Higher Education Authority’s Programme for Access to Higher Education (PATH): Strand 1—Equity of Access to Initial Teacher Education.The book also critically engages the rationale for diversifying the profession, arguing not only that representation still matters, but also that ultimately teacher diversity work needs to encompass system transformation to achieve a diverse, equitable and inclusive teaching profession.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This edited volume examines research and practical examples of professional learning approaches for school leaders and teachers in the areas of diversity, equity and democracy – ‘big issues’ that represent some of the most urgent challenges facing our societies and schools today.Educators from Ireland, Poland, Spain, Norway and Chile provide unique insights into professional learning programmes that were intentionally and collaboratively designed and put into action with and for school leaders, teachers and teacher educators. A key principle promoted throughout this book is the commitment to placing individuals, communities and context at the centre. All programmes emphasise the creation of new spaces, where lived experiences, evolving ideas and theoretical frameworks can be explored with honesty, critical depth and moral purpose. They prioritise transformative practice and outcomes through learning together, rather than through mere implementation or replication of programmes or policies.In offering summaries and critical discussions of key theoretical perspectives, learning materials and thinking points, and ultimately a shared sense of solidarity in the ongoing work of shaping transformative educational change, this book will be useful for school leaders, teachers, teacher educators, teacher professional development providers and policymakers working in the areas of diversity, equity and democracy.

This edited volume examines research and practical examples of professional learning approaches for school leaders and teachers in the areas of diversity, equity and democracy – ‘big issues’ that represent some of the most urgent challenges facing our societies and schools today.Educators from Ireland, Poland, Spain, Norway and Chile provide unique insights into professional learning programmes that were intentionally and collaboratively designed and put into action with and for school leaders, teachers and teacher educators. A key principle promoted throughout this book is the commitment to placing individuals, communities and context at the centre. All programmes emphasise the creation of new spaces, where lived experiences, evolving ideas and theoretical frameworks can be explored with honesty, critical depth and moral purpose. They prioritise transformative practice and outcomes through learning together, rather than through mere implementation or replication of programmes or policies.In offering summaries and critical discussions of key theoretical perspectives, learning materials and thinking points, and ultimately a shared sense of solidarity in the ongoing work of shaping transformative educational change, this book will be useful for school leaders, teachers, teacher educators, teacher professional development providers and policymakers working in the areas of diversity, equity and democracy.

This edited volume examines research and practical examples of professional learning approaches for school leaders and teachers in the areas of diversity, equity and democracy - 'big issues' that represent some of the most urgent challenges facing our societies and schools today.Educators from Ireland, Poland, Spain, Norway and Chile provide unique insights into professional learning programmes that were intentionally and collaboratively designed and put into action with and for school leaders, teachers and teacher educators. A key principle promoted throughout this book is the commitment to placing individuals, communities and context at the centre. All programmes emphasise the creation of new spaces, where lived experiences, evolving ideas and theoretical frameworks can be explored with honesty, critical depth and moral purpose. They prioritise transformative practice and outcomes through learning together, rather than through mere implementation or replication of programmes or policies.In offering summaries and critical discussions of key theoretical perspectives, learning materials and thinking points, and ultimately a shared sense of solidarity in the ongoing work of shaping transformative educational change, this book will be useful for school leaders, teachers, teacher educators, teacher professional development providers and policymakers working in the areas of diversity, equity and democracy.