Multiperspectivism as a threshold concept in understanding diversity and inclusion for future teachers
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Multiperspectivism as a threshold concept in understanding diversity and inclusion for future teachers Kim Beasy1 · Jeana Kriewaldt2 · Helen Trevethan3 · Alan Morgan4 · Bronwen Cowie5 Received: 25 March 2019 / Accepted: 19 December 2019 © The Australian Association for Research in Education, Inc. 2020
Abstract Preparing teachers to support diverse learners to succeed in school is pivotal in addressing inequalities in society. This qualitative study investigated the ways in which future teachers developed their understanding of diversity and inclusion in one course in an Australian teacher education programme. This study analysed students’ learning using threshold concept theory as a theoretical framework. Three main aspects that were considered troublesome were identified from student teachers’ reflections, which interconnected to generate understandings of diversity. They are recognising others’ life worlds, examining self and experiencing otherness. This study supports the need to guide growth in inclusive education practices and recommends asking three questions: Who are you? Who am I? What does it mean to be other? By interlinking the effects of exploring these three questions, we propose multiperspectivism as a threshold concept. We suggest that multiperspectivism could inform curriculum design of teacher education programmes, recognising the necessity of including multiple opportunities to engage with ideas of diversity and in how to teach with diversity in classrooms. Keywords Teacher education · Threshold concepts · Inclusive teaching · Troublesome knowledge · Diversity · Inclusion
* Kim Beasy [email protected] 1
College of Arts, Law and Education, University of Tasmania, Launceston, Australia
2
Melbourne Graduate School of Education, University of Melbourne, Parkville, Australia
3
College of Education, University of Otago, Dunedin, New Zealand
4
Summer Research Scholar, The University of Waikato, Hamilton, New Zealand
5
Faculty of Education, The University of Waikato, Hamilton, New Zealand
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K. Beasy et al.
Introduction Contemporary classrooms comprise diverse learners, and so education systems need to provide learning environments that are equitable and inclusive of all learners’ needs and strengths. However, research and performance evidence has continually shown that socioeconomic status, culture, ethnicity, residential location and gender all influence students’ academic experiences and achievement in school (Bishop et al. 2009; Gillan et al. 2017). Disappointingly, however, there appears little to no sign of improvement in achievement outcomes across these indicators for diverse learner groups in the Australian context (Crawford-Garrett 2018). Attempts to address inequities have included policy initiatives, such as The Melbourne Declaration (Barr et al. 2008), that orient teachers within Australia towards equitable practice to ensure success for all learners. Teachers have also become increasingly accountable for the delivery of equitable education.
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