Like many people, I began to watch BBC three’s new series Tough Young Teachers this week and saw first hand the initial experiences of trainee teachers following this route into teaching. What I wasn’t prepared for was how unsettling I was about to find the following thirty minutes of television. Having spent time in similar schools to those billed as ‘challenging’ by the programme, what I wasn’t prepared for was the unsettling class reproduction issues the show demonstrated.
TeachFirst is a program that according to their website aims to ‘find, train and support people to become brilliant teachers, inspiring the young people who need them the most’. This seems at the face of it a commendable aim and something nobody could argue is a good thing. The reality, however has some worrying facets to it. Like many other graduate programs, it aims to attract the ‘best’ graduates from the ‘best universities’. This notion of ‘the best’, often provides trainees that fit very clearly into a category of a privileged middle class, something that is examined in grater depth by Sarah Smart, Merryn Hutchings, Uvanney Maylor, Heather Mendick & Ian Menter in their paper entitled ‘Processes of middle-class reproduction in a graduate employment scheme’. Here they explain how the processes of recruitment focus often narrow the frame of who is suitable to make it through the selection process.
What Smart and her colleagues also highlight is how the middle class position of the trainees often sets students apart from them as an ‘other’ someone who is not like them. The reason this felt so unsetting to me was that it resonated with discourses surrounding Empire and colonisation of uncivilised peoples that needed converting to the ways of thinking of those colonising them. This is exactly what I saw unfold on the screen. It felt more like a wildlife documentary than a program about teaching as the trainees were talking about the young people as if they weren’t equal humans but were some kind of animal that needed training. It was when one trainee was trying to explain negative numbers and using an analogy of scuba diving; something that was likely to be as alien to the child in question as the negative numbers themselves.
Perhaps the most enraging part of it was when one trainee said “I don’t care about them because they don’t care about learning”. To me, this showed their lack of empathy and understanding for young people who hadn’t followed the same learning trajectory as they did and hadn’t developed an early understanding of the value of education. Another trainee talked about not understanding why they didn’t care. I find it interesting that I never head similar from any trainee i’ve ever come in contact with and that makes me wonder if this is a danger of TeachFirst?
By training and working only with other trainees of a similar class background, does a middle-class picture of what education should be taint their understanding and view of the classroom before they even enter it? If so, does that prevent them from considering the diversity of learning paths and trajectories in order for all students to achieve and create a culture of support for those who can fit into a model of middle-class learning ideals, i.e supporting those who ‘care about learning’ and letting those who don’t, i.e. the ‘other’ to fall by the wayside?
It will be interesting to see if this class related divide does begin to reduce over time in the series or whether the idea of converting the students to a middle-class ideals remains a focus of the trainees efforts.
Sarah Smart , Merryn Hutchings , Uvanney Maylor , Heather Mendick & Ian Menter (2009) Processes of middle-class reproduction in a graduate employment scheme, Journal of Education and Work, 22:1, 35-53, DOI: 10.1080/13639080802709661