Leeds Beckett University - City Campus,
Woodhouse Lane,
LS1 3HE
The UNESCO UNITWIN Teacher Education for Social Justice and Diversity is hosted within the Carnegie School of Education at Leeds Beckett University and coordinated by Professor Mhairi C Beaton.
The UNESCO/UNITWIN Thematic Network for Teacher Education for Social Justice and Diversity was established in May 2018 to strengthen teacher education that advances equality, inclusion, and social justice around the world.
The Network brings together universities, researchers and communities to deepen understanding of the cultural and contextual factors that shape education. A core part of this work involves meaningful engagement with local communities, including Indigenous communities, and building collaborative research and institutional partnerships across regions.
Members share knowledge, exchange effective and inclusive teaching practices, and work together to build stronger connections between the Global North and South. The Network welcomes higher education institutions and scholars who are committed to transforming teacher education through equitable, culturally grounded and community‑responsive approaches.
Working Sub‑Groups
To support flexible collaboration and respond to emerging global challenges in education, the Network has three thematic sub‑groups:
All members are invited to participate in any subgroup. These groups provide focused spaces for developing new initiatives, sharing expertise, and advancing research and practice in key areas of teacher education.
The Indigenous Education subgroup works to strengthen and advance Indigenous perspectives in education. Members collaborate to support the Indigenisation and decolonisation of teaching, learning, and research. Although the group brings together scholars from diverse disciplines, everyone shares a commitment to improving the visibility, status, and recognition of Indigenous education locally and globally.
The group’s activities include:
All work is grounded in ethical collaboration and guided by the priorities and needs of Indigenous communities. The group aims to ensure Indigenous starting points shape every aspect of its practice.
The Inclusive Education subgroup explores how education systems can better respond to the diverse experiences, identities, and needs of learners. Members focus on themes such as children’s voices, teacher preparation for diverse classrooms, rural schooling, cultural and linguistic consciousness, and the role of nature and post‑humanist perspectives in education.
Key areas of activity include:
The group brings together researchers committed to creating more equitable, responsive, and inclusive educational environments.
The Rural and Online Education subgroup focuses on strengthening education in rural contexts and enhancing online teaching and learning across the Global North and South. The group aims to improve teachers’ digital competencies and support students’ future readiness, with a strong emphasis on educational equality and social well‑being in rural and regional areas.
The group’s work includes:
The subgroup is committed to building strong partnerships and creating spaces where ideas, experiences, and expertise can be shared.
