ABSTRACT
This chapter attempts to improve educational standards, it is impossible to impose homogeneity on the teaching process without reducing it to ineffective monologue. And, most crucially, nowhere in education is this clearer than in multiethnic contexts. It begins by situating Initial Teacher Training (ITT) for a pluralist society within the current structure of an ITT course, the Post-Graduate Certificate of Educa-tion (PGCE) of one year’s duration. Confusing learning to write the grapholect by insinuating that learners are automatically wrong in their exploration of its many discursions and conventions misunderstands the pluralist dialogue authors all practise by confirming what is and rethinking what is not acceptable in their writing to other readers and users of the grapholect. The double front holds a double bind, since authors also need to know how to teach what the National Curriculum avoids, which is, paradoxically, pluralist praxis.
