The essential role of teacher diversity in creating equitable and inclusive learning environments: an interdisciplinary conceptual framework

In this conceptual paper, we argue that teacher diversity ought to be recognised as an essential component of equitable and inclusive learning environments in schools. Despite growing agreement regarding the desirability of greater teacher diversity, teachers’ social and cultural backgrounds have been underaddressed in learning environments research and in equity-related policies. Dominant discourses focus on technical aspects of curriculum, pedagogy, and school policy, often reducing teachers to a neutral (or homogeneous) group of highly trained, yet interchangeable professionals. The lack of attention to who the teachers are, and to the complex identity dynamics shaping learning and teaching experiences, constrains discussions and initiatives, hindering progress towards Sustainable Development Goal 4 and its commitment to deliver ‘inclusive and equitable quality education for all’. By leveraging conceptualisations of equity and inclusion, various learning, sociological, and social psychological theories, and insights from teacher diversity research, we offer a multi-dimensional interdisciplinary conceptual framework that illustrates the multiple ways in which teachers from underrepresented groups, that is, from working class backgrounds, migrant and minority-ethnic groups, the LGBTQI + community, and those with disabilities, can contribute to the creation of more equitable and inclusive learning environments. Following our justification for the critical role of teacher diversity, we explore the persistent homogeneity within the teaching profession, identifying majority-oriented school cultures as a principal barrier to genuine equity and inclusion for educators and students. Through this conceptual exploration, we aim to foster a greater emphasis on, and deeper investigation into, teachers’ backgrounds and diversity in learning environments research, and in policies and guidelines related to educational equity and inclusion.