What does this research mean for the field?

Initial teacher education (ITE) programs currently do not consistently provide a socially just pathway for global majority trainees, necessitating that Higher Education Institutions implement anti-racism risk management and exercise a stronger duty of care. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To assess how social justice principles inform the recruitment, training, and placement experiences of global majority trainees in initial teacher education.

August 14, 2026Educational Review

Is there a role for social justice principles in the recruitment and training of global majority trainees in England’s ITE sector?

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To assess how social justice principles inform the recruitment, training, and placement experiences of global majority trainees in initial teacher education.
Conducted a small-scale, two-year qualitative study in regional areas of England with low proportions of global majority teachers.
Analyzed trainee experiences regarding course accessibility, institutional support, and placement environments.
Initial teacher education pathways do not consistently provide socially just routes into teaching for global majority trainees.
Trainees regularly encounter issues involving race, ethnicity, and religion during training that are often unrecognized by higher education institutions.
Identified higher education institution duty of care and anti-racism risk assessments for partnership school placements as critical areas for systemic improvement.

Discussion

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Implication

Qualitative study reveals barriers to socially just teacher training among global majority trainees, highlighting the need for anti-racism risk management in placements.

Cite This Study

Maylor et al. (2026) studied this question.

synapsesocial.com/papers/6a7ec707b70b84ec8b9131b7 https://doi.org/10.1080/00131911.2026.2703524

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Implication

Qualitative study reveals barriers to socially just teacher training among global majority trainees, highlighting the need for anti-racism risk management in placements.

Is there a role for social justice principles in the recruitment and training of global majority trainees in England’s ITE sector?

Key Points

Discussion

Implication

Cite This Study

Is there a role for social justice principles in the recruitment and training of global majority trainees in England’s ITE sector?

Key Points

Discussion

Implication

Cite This Study

Also Consider

Also Consider