Four steps to embed anti-racism into teacher training

Schoolteachers play a powerful role in shaping their pupils’ experiences, expectations and sense of belonging. So, without an explicit understanding of racism, they can unintentionally reinforce bias through curriculum choices, behaviour management and assessment practices. That is why teacher training needs to equip trainee educators to recognise and challenge systemic inequalities, address prejudice confidently and create inclusive classroom environments.

Anti-racism education also supports teachers in meeting their professional duties under the UK’s Equality Act 2010 and in closing attainment gaps that continue to affect global majority pupils. By embedding anti-racist principles early in training, universities better prepare incoming teachers to promote fairness, critical thinking and social justice.

• How to train university staff to become anti-racist agents of change
• What will your anti-racist university look like?
• How to enhance teaching skills in a multidisciplinary environment

As senior lecturer in teacher education and professional learning, I have been at the forefront of designing a new module, alongside Diversity and Anti-Racist Professional Learning (DARPL), which supports the Welsh government’s Anti-Racist Wales Action Plan by 2030 and the Curriculum for Wales.

On completion of our module at Cardiff Met, our student teachers will be able to:

• engage reflexively and critically evaluate concepts linked to equity, culture, community, citizenship, racism, inequality and ethnic diversity
• critically analyse pedagogies pertinent to anti-racist education
• consider curriculum design that takes account of key anti-racism, equity and diversity principles and practice.

This article aims to support teacher educators across the UK to think differently about their initial teacher education (ITE) curriculum and establish their own module to support anti-racism, equity and diversity in pedagogy and practice. In doing so, they enable student teachers to become leaders of change across the primary education sector, both while on placement and as qualified teachers.

Here are four key steps for any university considering including anti-racism, equity and diversity education in their undergraduate teacher training.

1. Understand the need for change

A key starting point, however obvious, is for ITE providers to carefully, and critically, explore or review accreditation criteria, broader school-based curriculum expectations and societal considerations linked to antiracism, equity and diversity.

In Wales, for example, central accreditation criteria come from the Welsh government via the Education Workforce Council. The government’s new Curriculum for Wales also outlines, among other things, that children and young people “should be ethical, informed citizens who respect the needs and rights of others, as a member of a diverse society”. Furthermore, in Wales, ITE has lacked a systematic approach to addressing racial inequality and discrimination, as highlighted in Charlotte Williams’ 2021 report into Black, Asian and minority ethnic communities. Within the report’s 51 recommendations, Williams outlined how ITE providers needed to review and adapt their curriculum regarding diversity and anti-racist education and training to ensure reflexive engagement by all student teachers. 

2. Review your curriculum

Once you’ve developed a full understanding of the need for change, you should critically review your ITE curriculum. Collate what, if any, modular content links to anti-racism, equity and diversity. Also consider what anti-racism content is missing. For example, like many other universities across England and Wales, while Cardiff Met’s undergraduate ITE programmes have long covered key areas broadly linked to inclusion, equity and diversity, including concepts linked to additional learning needs, poverty, differentiation, behaviour, multi-agency working, universal design for learning, culture, equality, support and intervention, they lacked bespoke anti-racism content.

3. Create an anti-racism module

The process of developing an anti-racism module, including learning and teaching delivery methods, modular aims and learning outcomes, is best undertaken as a collaboration. Involving key stakeholders and education partners, particularly communities of practice with experience and expertise, ensures a greater level of criticality as well as a broader overall perspective. Our collaboration with DARPL helped us explore the nature and scope of equity, diversity and anti-racist education and training across all levels of education in Wales.

We mapped out a module that includes lead lectures, workshops, teaching and learning content, required reading and assessment. Student teachers will be able apply the knowledge, skills and experiences gained from the module while on their teaching placements in our partner schools. 

Through bespoke learning activity, our Antiracism, Equity and Diversity: Pedagogy and Practice for Wales module sets out to:

• support student teachers to critically analyse the values and attitudes that underpin cultural diversity, equity and anti-racism
• provide opportunities for student teachers to engage in deep reflection regarding current research, reform and practice
• enable student teachers to analyse how curricula and pedagogy reflects global majority ethnic groups and individuals
• allow student teachers to explore the history of Wales as a multicultural society.

4. Situate the module within your curriculum and institution

The final step is to formalise the module within your curriculum and identify a good time to implement it. 

At Cardiff Met, an internal periodic review and formal reaccreditation from the Welsh government in 2024 was our opportunity to introduce the new module. From September 2025, Level 5 undergraduate ITE student teachers have been undertaking our module. As a result, student teachers will be better equipped to:

• support and educate their pupils regarding anti-racism, equity and diversity
• collaborate with teachers and support staff on effective pedagogy and practice
• communicate with pupils’ parents/carers about anti-racism, equity and diversity.

By thinking differently about your ITE curriculum, you can establish your own module to better support anti-racism, equity and diversity in pedagogy and practice. This will enable your student teachers and graduates to become leaders of change across the primary education sector, ultimately contributing to a more equitable education system and society.

Jordan Allers is senior lecturer in teacher education and professional learning at Cardiff Metropolitan University. 

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