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The focus of this book is on the role that teacher education can play in responding to issues of diversity in schools. By diversity we mean the cultural, linguistic, ethnic, developmental and other aspects of human difference that represent some of the many aspects of identity that characterize both individuals and groups and account for differences between people. A conceptualisation of diversity as an integral aspect of humanity rather than a series of categorical distinctions that differentiate and separate individuals and groups underpins our analysis. We seek new theoretical approaches for the preparation of teachers which understands diversity from multiple perspectives and aims to enable all students to flourish as learners. This conceptualisation is particularly important at this time of global uncertainty and challenge. The need for an educated populace to live and work together in ways that fosters tolerance is vital to solving transnational problems that range from enhancing sustainable development to reducing income inequality. While this gives rise to broad implications for policy, practice and research related to teacher education, we concentrate on identifying some of the structural and content-related aspects of how diversity is conceptualised, taught and researched in teacher education programmes. We also consider the implications for future research.

DOI: 10.1007/978-3-319-54389-5_1

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