ABSTRACT
In this introductory chapter, we commence by situating the drive to diversify the teaching profession within the wider policy context of widening participation in higher education and into the professions. Employing Childs et al.’s concept of ‘double equity’ (in and through admissions), we explicate why patterns of homogeneity in the teaching profession are problematic and posit our rationale for diversification. Next, we briefly explore teacher diversity policies and initiatives internationally, considering the groups who are prioritised, and problematising exclusionary approaches. We then briefly explore the main foci of teacher diversity-related research internationally, noting the emphasis on minority ethnic groups. Finally, in the last section, we preview the edited volume.
