Decolonising secondary Maths initial teacher education in England
Bibliographic Data
| ID | 11488249 |
|---|---|
| Authors | Rob Smith (0000-0003-4939-535X, Birmingham City University, corresponding author), Mary-Rose Puttick (0000-0003-3003-6170, University of Wolverhampton) |
| Year | 2025 |
| Pages | 1-23 |
| Publication date | 2025-07-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2025.2540351 |
| OpenAlex | W4412759487 |
| Language | EN |
| References cited | 39 |
In England, a crisis in teacher recruitment and retention is negatively affecting the teaching of Maths. This is particularly damaging for children from working class, global majority and low-income households – qualifications in Maths being important in the employment market and for some Degree-level subjects. The current shortage is framed by a proliferation of school-based Initial Teacher Education (ITE) pathways outside of Higher Education (HE) and a recent Market Review of HE-based ITE that signalled the introduction of a centrally prescribed ITE curriculum. This article draws on research into a mature HE-based secondary Maths Post Graduate Certificate in Education (PGCE) programme in a ‘superdiverse’ city in the West Midlands of England to offer insights into an alternative partnership approach. Through analysis of data from focus groups and semi-structured interviews, the paper utilises theories of decoloniality and critical pedagogy to argue that current policymaking, rooted in coloniality, underpins the current crisis. Key findings show how HE-based ITE, in partnership with schools and informed by a critical pedagogical approach and an interest in the public good, has infrastructural advantages over school-based programmes. In this case, partnership as an organic, networked collective significantly benefits students and the local communities they come from
Mathematics education · Pedagogy · Political science · Sociology · Education Systems and Policy · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Psychology
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| Highly cited | No |
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