ABSTRACT
Following the discussion in Chapter 18 of key themes in the research on teacher diversity presented in this volume, in this concluding chapter, we reflect on the implications for education policy and practice. We reconsider and discuss barriers to teacher diversity across the career pathway, recognising, in particular, the persistent challenge of majority group normativity and privilege that permeates cultures and practices in schools and teacher education. To conclude the volume, we present our vision for the future and offer key principles and associated actions to guide the development of ethical approaches to teacher diversity.
