Teaching to Transform Learning Pedagogies for Inclusive, Responsive and Socially Just Education

This chapter will show you how traversing the overlapping identities of self (micro), organisation (meso) and system (macro) is an essential skill for educators to be culturally responsive. This includes making decisions informed by broader contexts, organisation/learning environment interpretations of those cultures and, crucially for educators at all stages, what this then looks like in their own educational setting. For pre-service teachers, this calls for a consideration of multiple layers in the development of teacher identity. For all educators, it demands reflection and scrutiny throughout one’s career recognising that some aspects of identity may remain a continuity, while others may change. By examining practitioner examples, research literature, national and global contexts, this chapter will equip you with practical and theoretical examples. We hope this will help you identify and negotiate micro, meso and macro levels of teacher identity as a way to better identify, empathise and implement effective culturally responsive pedagogies for the contexts you work in.