The civil unrest seen this summer highlighted that racism is as prevalent as it once was generations ago in British society, despite years of educational rhetoric calling it out. Up till now the curriculum has lacked the depth and engagement to look specifically at how racism manifests and continues to permeate across all aspects of our society. Teachers today and in the future need to be equipped with the tools and knowledge to dismantle it.

As a new tranche of teachers and teaching students commence another academic year, it’s more important than ever that they are confident to tackle these issues.

The National Anti-Racism Framework for Initial Teacher Education (ITE) in Scotland aims to address and disassemble the systemic barriers faced by Black and Minority Ethnic (BME) students in the teaching profession.

With the current representation of BME teachers at only 1.8% - far below the target of 4% by 2030 set by the Scottish Government - this framework is a critical intervention.

The underrepresentation of BME individuals in education, coupled with the structural racism that exists within educational institutions, highlights the urgent need for a comprehensive approach to promote diversity, equity and inclusion within the teaching profession.

The framework, commissioned by the Scottish Council of Deans of Education, aims to develop racial literacy among teacher educators, ensuring they are equipped to foster inclusive, anti-racist teaching practices.

The hope is to create a more supportive environment for BME teaching students, who have often been marginalised, facing additional challenges in their education and professional development. In addition, the aim is to allow the lived experiences of BME teachers to be acknowledged and their cultural wealth valued, so that they feel more agency in the classroom because of those experiences.

Ultimately, the aim is to improve the knowledge and experiences of children and young people in the Scottish education system by ensuring they are taught by a diverse and culturally competent teaching workforce. Research shows this benefits all students, promoting greater cultural awareness and empathy. For majority ethnic children, exposure to diverse teachers and inclusive curricula can dismantle stereotypes and foster a more inclusive worldview. For BME children, seeing teachers who look like them, with similar lived experiences, helps to foster belonging and grow self-confidence enhancing their educational engagement and achievement.

The Universities of Stirling and the West of Scotland are part of a group of 11 university ITE providers in Scotland who have now created a collaborative network where key actions can be taken forward. We aim to embed anti-racist practice within teacher education, ensure that our future teachers improve inclusive learning experiences for children and young people and, ultimately, transform the educational landscape, preparing our young people for a diverse inter-connected world.

Nuzhat Uthmani is Lecturer in Primary ITE at the University of Stirling and Co-Chair Diversity in the Teaching Profession and Education Workforce. Professor Khadija Mohammed is Associate Dean – Equality, Diversity and Inclusion at the University of the West of Scotland, author of The National Antiracism Framework for ITE and Chair of the National Anti-Racism Education Programme.

Agenda is a column for outside contributors. Contact: agenda@theherald.co.uk