Titlebook: Inequalities in the Teaching Profession; A Global Perspective Marie-Pierre Moreau (Reader in Education) Book 2014 Palgrave Macmillan, a div

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Introduction: Theorising and Mapping Inequalities in the Teaching Professionn how education contributes to the formation of learners’ identities and on how social class, gender, ethnicity and other identity markers play out in this process (see, for example, Archer and Francis, 2007; Gillborn, 2008;Martino and Meyenn, 2001; Mills, 2003; Modood, 2003; Modood and Shiner, 2002

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A Global Concern: Creating a Diverse Teaching Force for Marginalised Communities — In Japan, the UK, member of the marginalised group whom they teach, there is a tendency for the teachers to be viewed as ‘outsiders’ even when they share the same ethnicity, religion and/or language. The conditions that marginalise individuals are often beyond their control and yet this awareness is seldom embraced

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Grumpy Old Teachers? An Insight into the Life Experiences of Veteran Teachersingly political. This chapter explores how ageist stereotypes can affect the lives of female veteran primary teachers in England, although the implications of the study could have relevance in other countries too.

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Making Sense of Their Career Pathways: The Work Narratives of Women Primary School Principals in Honfocus (Hoyle, 1969; Lortie, 1969; Tropp, 1959) tends to blame women’s deficiencies and orientation for this underrepresentation. Women are said to lack confidence, self-esteem, role models, aspiration and career planning as well as to be more family than career oriented and to prefer teaching and in