ABSTRACT
Emphasizing equality focuses attention on the extent to which dismantling racism must be the central concern of teachers. This chapter looks in more detail at what is involved for teachers and at how schools are responding. In schools where successful developments have taken place 'whole-school' approaches have often been adopted and teachers find that complicated educational decisions have to be made. The chapter argues that there is need for wide debate of the issues by teachers. The type of support which schools require is then examined. It considers the need for initiatives from the examining boards as an example of how action in schools must be accompanied by comparable developments elsewhere in the education system. When the complexities of translating broad pluralist intentions into curricular realities become apparent — as they are in an increasing number of schools – it is clear that change cannot be brought about by the vague formulations of official policy.
