The Intersectional Perspective: Language Attitudes Towards Diversity Among Teachers And Students In Schools In Wales

“威尔士的故事就是威尔士人民的故事”。威尔士是一片文化多样性丰富的土地，然而这种多样性并没有在学校中得到反映。根据威尔士政府的统计数据，黑人、亚裔和少数族裔(BAME)教师在威尔士学校的代表性明显较低，因为只有不到1%的教师来自BAME背景。有充分证据表明，多样化的教育队伍对于学生获得全面发展、提高毕业率和大学入学率非常重要(Villegas和Irvine，2010年)。更重要的是，具有不同背景的教师更有可能解决课堂上的种族主义和偏见问题，从而使学生更好地为多样化的全球环境做好准备(Grissom和Redding，2016)。因此，BAME教师的声音在学校得到倾听和认可是至关重要的。鉴于这一背景，本研究将侧重于威尔士学校中BAME教师代表性不足的原因和影响，进一步的目标是寻求潜在的解决办法，以增加多样性和促进包容性。为了回答这一研究目的，本研究将探讨BAME教师和学生如何理解他们的文化和语言身份；白人教师如何解释和回应BAME教师和学生的语言和文化表达；BAME教师和学生如何报告和解释他们对文化表达的反应；以及哪些因素影响BAME教师和学生的自我认知和选择。这项研究将阐明社会包容和多样性作为“建设人人共享的社会”的强大工具所起的作用。全球都认识到，在课堂上培养文化意识和敏感性具有重要意义，因为这不仅为学生提供了广泛的文化体验，还增强了他们作为全球公民的感知和责任。这项研究将为那些旨在解决威尔士学校中的种族主义和偏见的人提供证据，并使教育政策对威尔士的BAME教师和学生更具可见性和支持性。尽管《黑人的命也是命》和《停止亚洲仇恨》等运动唤起了人们反对种族主义和歧视的意识，但刻板印象总是以许多不同的形式出现，无论是口头的还是非口头的。因此，这项研究将为所有人提供一个机会，让他们参与关于种族主义、歧视和社会排斥的反思讨论和进一步了解。此外，这项研究还将对政策实践产生影响。通过提供BAME教师和学生生活经验的确凿证据，利益相关者可以努力确保BAME教师更容易获得学校招聘、晋升和保留机会，这将使他们成为少数民族学生的榜样。最后，这项研究将通过鼓励课堂上的跨文化学习来促进教学方法。由于教科文组织倡导在学生和不同文化之间建立对话，为可持续和宽容的社会做出有意义的贡献，来自BAME背景的教师无疑可以提供更具文化响应性的课程，使学生能够发展跨文化能力。

'The story of Wales is the story of its people'. Wales is a land of rich cultural diversity, yet this diversity is not being reflected in the schools. According to the Welsh government statistical data, Black, Asian and minority ethnic (BAME) teachers have notably low representation in Welsh schools, as less than 1% of teachers are from BAME backgrounds. It is well evidenced that a diverse education workforce is important for students to gain all-round development, improving graduation and college-entrance rates (Villegas and Irvine, 2010). More importantly, teachers with a diverse background are more likely to address racism and bias in the classroom, and so better prepare students for a diverse global context (Grissom and Redding, 2016). Therefore, it is crucial that the voice of BAME teachers be heard and recognised in the schools. In light of this context, this study will focus on the reasons for and impact of the underrepresentation of BAME teachers in Welsh schools, with the further goal of seeking potential solutions that would lead to increasing diversity and promoting inclusion. In order to answer the research aim, this research will explore how BAME teachers and students make sense of their cultural and linguistic identities; how White teachers interpret and respond to the linguistic and culturally expressions of BAME teachers and students; how BAME teachers and students report and interpret responses to their cultural expression; and what factors affect BAME teachers and students' self-perceptions and choices. This research will shed light on the role of social inclusion and diversity as the powerful tool to 'build a society for all'. It is globally recognised that fostering cultural awareness and sensitivity in the classrooms is significant, as it not only provides students with a wide range of experiences of cultures, but also enhances their perceptions and responsibilities as global citizens. This study will provide evidence for those aiming to tackle racism and prejudice in Welsh schools, as well as enabling education policy to be more visible and supportive to BAME teachers and students in Wales. Although the movements such as Black Lives Matter and Stop Asian Hate are arousing the consciousness of people to stand against racism and discrimination, stereotypes always appear in many different guises, verbal or non-verbal. Therefore, this research will provide an opportunity for all to take part in a reflective discussion and further learning about racism, discrimination and social exclusion. Furthermore, this study will have implications on policy practices. By providing solid evidence of lived experience of BAME teachers and students, stakeholders can make efforts to ensure that the school recruitment, promotion and retention opportunities are more accessible for BAME teachers, which will allow them to act as role models for ethnic minority students. Finally, this study will contribute to pedagogical approaches by encouraging intercultural learning in the classrooms. As UNESCO advocates for building dialogues between students and different cultures that can make meaningful contributions to sustainable and tolerant societies, there is no doubt that teachers from BAME backgrounds can deliver more culturally responsive curriculums that allow students to develop intercultural competencies.