@inproceedings{01GYC9HXMKHX2GEWK5MCM0C9DJ,
  abstract     = {{Research on the potential role of teacher educators (TEs) in the reduction or perpetuation of inequality and exclusion mechanisms in the Flemish educational system is scarce. Teacher educators are defined by the European Commission (2013) as “all those who actively facilitate the (formal) learning of student teachers and teachers” (p.8). By preparing the next generation of teachers, TEs (in)directly impact the improvement of educational systems (Cochran-Smith et al., 2016). Furthermore, TEs’ responsibility in making education more suitable for the societal diversity of people, is increasingly acknowledged in (inter)national policy (e.g., UNESCO, 2017). We concur with educational professionals who state that responding to diversity happens all the time and is never neutral (e.g., Banks et al., 2007; hooks, 1994). Therefore, in prior research, we chose for a specific conceptualisation of approaching diversity in education, that is responsiveness to diversity: responsiveness to diversity in education is twofold: it is taking into account differences between people in order to create qualitative learning environments for everyone, as well as responding to discriminatory injustices that exist in society and (in)directly impact education, in order to create a more equitable world. We deliberately incorporated a social justice perspective: significant societal change is required if professionals truly wish to provide all learners with the best opportunities in life (e.g., Sleeter & McLaren, 1995). As such, structures of power and oppression need to be questioned and tackled (e.g., Giroux, 2020). While there is an extensive tradition in the US for TEs to take a critical pedagogy stance to approaching diversity (e.g., Cochran-Smith, 2004), this stance seems to be far less present, or at least rarely documented, in Flanders. Consequently, this study aimed to explore TEs’ stances regarding approaching diversity and to scrutinize if those stances can be linked to responsiveness to diversity. Critical discourse analysis was conducted on interview data (n=14) about TEs’ perceptions and practices regarding approaching diversity. CDA was operationalised via Fairclough’s (1995) model, encompassing three dimensions of analysis: text, discursive practices, and social practices. Respecting the dialectical nature of the model, we made a recursive movement between in-text and social analysis. The findings indicate the presence of two main discourses. First, a power challenging discourse, linked to our conceptualisation of responsiveness to diversity, compels all TEs to take action for reducing inequalities. Second, a power affirming discourse tempers TEs’ beliefs about their agency and responsibility. The latter discourse is mainly manifested via statements that perpetuate existing power relations. However, most TEs seem to be influenced by both discourses. Consequently, a TE will contribute to the reduction of inequalities, depending on the present proportion of each discourse. This study adds to the literature on a theoretical and practical level. Raising TEs’ awareness of the implicit messages of their ways of talking about (approaching) diversity to student teachers, colleagues and the broader educational field could prove powerful in combating inequalities in education.}},
  author       = {{Ponet, Benjamin and Tack, Hanne and Vantieghem, Wendelien and Vanderlinde, Ruben}},
  booktitle    = {{2023 AERA Annual Meeting, Proceedings}},
  keywords     = {{Steunpunt Diversiteit & Leren,student diversity,inclusion}},
  language     = {{eng}},
  location     = {{Chicago, USA}},
  pages        = {{5}},
  title        = {{Interrogating the role of teacher educators in the reduction of inequalities in education}},
  year         = {{2023}},
}