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Important to raise awareness of understanding and complexity of intersectionality. Multiple risk factors leading to inequality and disadvantage

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Important to raise awareness of understanding and complexity of intersectionality. Multiple risk factors leading to inequality and disadvantage

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organise webinars, workshops, videos can be shared through RIGs

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organise webinars, workshops, videos can be shared through RIGs

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atudents can be encouraged to join

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we  can use informal  spaces for learning outside the classroom contributed by anyone

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we  can use informal  spaces for learning outside the classroom contributed by anyone

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we need to work WITH them on this too

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A lot of work in the 2000s around Global Learning and intercultural prespectives in BA and PG Primary. Has been squeezed out of current programmes for a variety of reasons - changed priorities. Though priorities are now moving towards these areas again.

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Valuing knowledge from different contexts, students 

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Valuing knowledge from different contexts, students 

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Check book lists and suggested resources etc reflect diversity

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Check book lists and suggested resources etc reflect diversity

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students' experiences, knowledge awareness can be tapped as well ( as students, tourists, internet, from own reading )

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students' experiences, knowledge awareness can be tapped as well ( as students, tourists, internet, from own reading )

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we CAN be more inventive.. but we tend not to be

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APP programmes perhaps have more time and freedom to address issues as curriculum not as prescriptive - ITE have more external and competing priorities

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APP programmes perhaps have more time and freedom to address issues as curriculum not as prescriptive - ITE have more external and competing priorities

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We need to begin to consider the conscientisation of  our students. They have come through a very rigid traditional educational process which has all but infantilised them and disabled their critical faculties. We need to teach them to question everything, not least how they are being taught.

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We need to begin to consider the conscientisation of  our students. They have come through a very rigid traditional educational process which has all but infantilised them and disabled their critical faculties. We need to teach them to question everything, not least how they are being taught.

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Variety of assessments, accessibility, support for students who have less experience with the types of assessments we currently offer

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they are predominately from white middle class backgrounds

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Maths  perspectives from different countries - China, Middle East, India - interesting methods - awareness will be good 

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Maths  perspectives from different countries - China, Middle East, India - interesting methods - awareness will be good 

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Work with schools and our ATs to ensure that everyone has an encouraging positive experience.

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Primary PGCE M-level assignments are all written essays due to timetabling/resourcing constraints. Lack of variety creates a barrier to success for some students.

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we have so little space in ITE that international perspectives are often lost or ignored.  The Core Content Framework makes this even harder to do.

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context dependent- driven by schools, in themselves operating in a restrictive curriculum/ narrow perspectives

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content - different perspectives - international, good practice

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content - different perspectives - international, good practice

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who in involved in the process - staff, students, etc 

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who in involved in the process - staff, students, etc 

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Have a range of assessments, concept of 'spiral assessment', with choice of topics

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Have a range of assessments, concept of 'spiral assessment', with choice of topics

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Enhance content of 'professional studies' modules further to not only explore and promote inclusion and to celebrate diversity but also to challenge racism

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Content of the school curriculum in maths is a very western view and lacks imagination. There's a symbolic dominance that excludes lots of children.
Pedagogy is constrained by performativity and perceived lack of agency... no time is a proxy for not being enabled.
Many maths educators are operating under the illusion that maths is culturally neutral.

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Traditional and established.
Need to be a little more 'revolutionary'.