There is a need to increase the number of teachers from different ethnic backgrounds in England as well as in Europe. Their presence will add a dimension of social justice and diversity to schools in which they work. Teachers have a huge impact on children. This can be both positive and negative and it includes both the taught and the hidden curriculum in different institutions. It is also influenced by what teachers bring to the classroom in terms of their own expectations from children, and more importantly their own experiences of life inside and outside the classroom. But what makes a teacher confident and able to take on the challenge of teaching in multi-ethnic, inner-city schools? What special qualities are needed for this role? How do children see these teachers? How do new teachers learn the role and how do more experienced teachers survive at continuing to be effective as teachers? What do the two have in common in terms of barriers and encouragement? This paper is concerned with the experiences of teachers from minority ethnic backgrounds in two cities in England. It draws upon data collected from beginning teachers belonging to different minority ethnic backgrounds as well as more experienced teachers. The paper explores teachers’ experiences in schools, with children, with colleagues and with those who teach them how to become good teachers. Issues of race, identity, religion, gender as well as the pressure to be seen to ‘perform’ well are noted, as well as valuable advice to school mentors and university tutors. Key words: minority ethnic, survival, identity.

Qualitative: ethnographic interview, questionnaires, work diaries

The correlation between teachers' own experiences and those of the children from similar ethnic backgrounds