| Description |
1 online resource |
| Series |
Transnational Migration and Education |
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Transnational Migration and Education
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| Contents |
TABLE OF CONTENTS; FOREWORD; INTRODUCTION: Lessons to be Learned from the International Comparison; DEFINING THE ISSUES; COMMON CONCERNS; OUTCOMES; SECTION 1: OPERATIONALIZING THE DIVERSIFICATION OF THE TEACHING FORCE; 1. THE CULTURAL DIVERSIFICATION OF THE SCOTTISH TEACHING PROFESSION: How Necessary Is It?; INTRODUCTION; THE STUDY: DESIGN AND METHODOLOGY; SCOTTISH STUDENT-TEACHERS: WHITE, SCOTTISH-BORN AND MONOLINGUAL; DISCUSSION; ACKNOWLEDGMENT; NOTES; REFERENCES; 2. BECOMING THE "GOOD TEACHER": Professional Capital Conversion of Internationally Educated Teachers; INTRODUCTION |
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BOURDIEU, PROFESSIONAL CAPITAL, AND THE "GOOD TEACHER"RESEARCH METHOD AND DATA SOURCES; IETS AND THE PROFESSIONAL CAPITAL OF TEACHERS IN BC; DISCUSSION: CELEBRATION OF DIVERSITY?; CONCLUSION; REFERENCES; 3. ONE STEP FORWARD, TWO STEPS BACK: The Continuing Saga of Black and Minority Ethnic Teacher Recruitment and Retention in England; INTRODUCTION; Setting the Context; INITIATIVES TO IMPROVE THE RECRUITMENT OF BME TEACHERS; WHY RECRUIT BME TEACHERS?; WHY ARE WE STILL CALLING FOR MORE BME TEACHERS? AN ANALYSIS FROM A CRITICAL RACE PERSPECTIVE; THE FUTURE; NOTES; REFERENCES |
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SECTION 2: THE ROLES OF IDENTITY AND INSTITUTIONS IN DIVERSIFYING THE TEACHING FORCE4. NO DREADS AND SARIS HERE: The Culture of Teacher Education Conformity and the Need for Diverse Representation amongst Teaching Staff; INTRODUCTION; Learning from Teachers Who Have Immigrated to Canada; The Research; Role Models: The Richness of Diversity; Advocating for a Diverse Teaching Force: Contesting Whiteness; CONCLUSION; NOTES; REFERENCES; 5. SELF-EFFICACY OF TEACHERS WITH MIGRANT BACKGROUND IN GERMANY: Handling Linguistic and Cultural Diversity in School; INTRODUCTION |
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MULTILINGUALISM AND HETEROGENEITY IN THE CLASSROOMRESEARCH DESIGN; Data Collection and Analysis; Participants; RESEARCH RESULTS; Handling Linguistic Diversity; Handling Cultural Diversity; CONCLUDING REMARKS; NOTE; REFERENCES; 6. FOSTERING GLOBALISM: Community Partnership to Grow Your Own Teachers; INTRODUCTION; DESIGN OF THE NEWCOMER ETEP PROGRAM; Program Leadership and Funding; Design of Programs for Culturally and Linguistically Diverse Teachers; CHALLENGES FOR THE NEWCOMER ETEP INTERNS; Passing Standardized Qualification Exams in English; Mentor Teachers; Hiring, Induction, and Promotion |
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Financial Costs and Sustainability of Grant FundingRESEARCH ON IMPACTS OF CULTURALLY AND LINGUISTICALLY DIVERSE TEACHERS; Professional Development; Connecting with Families; Administrator Cultural Sensitivity; Teacher Identity within Cultural Community -- Not Just Linguistic; CONCLUSION; REFERENCES; SECTION 3: RACIALIZATION AND 'OTHERING' OF TRANSNATIONAL TEACHERS AND EDUCATORS OF COLOUR; 7. MUSLIMIZATION -- "OTHERING" EXPERIENCES OF STUDENTS IN ACADEMIC TEACHER PROGRAMS; INTRODUCTION; HOW IMMIGRANTS BECAME MUSLIMS; The Year 2000: Turning Point in the Discourse on Migration |
| Summary |
"Diversifying the teaching force has become a priority in many migrant-receiving jurisdictions worldwide with the growing mismatch between the ethnic backgrounds, cultures, languages, and religions of teachers and those of students and families. Arguments for diversification tend to be couched in terms of disproportionate representation and students from minority backgrounds needing positive role models, yet research identifies other compelling reasons for diversification, including the fact that teachers of migrant backgrounds often possess outstanding qualifications when multilingualism and internationally obtained education and experience are taken into account, and the fact that all students, including majority-background students, benefit from a diversity of role models in schools. Nevertheless, the process of diversification is fraught with complexity. Depending on the context, systemic discrimination, an oversupply of teachers in the profession generally, and outdated hiring policies and practices can all impede efforts to diversify the teaching force. This volume comprises original research from Canada, the U.S., Germany, Ireland, Scotland, and England that problematizes issues of diversifying the teaching force and identifies promising practices. A foreword written by Charlene Bearhead of the National Centre for Truth and Reconciliation questions the very purpose of education in and for diverse societies. An introduction written by the editors defines key concepts and establishes a rationale for diversifying the teaching force in migrant-receiving contexts. Following this, key international scholars offer empirical perspectives using a range of methodologies and theories rooted in critical social science paradigms. The volume informs future research, programming, and policy development in this area."< |
| Bibliography |
Includes bibliographical references |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed November 10, 2016) |
| Subject |
Teachers -- Selection and appointment.
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Minority teachers -- Recruiting
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EDUCATION -- Administration -- General.
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EDUCATION -- Educational Policy & Reform -- General.
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Minority teachers -- Recruiting
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Teachers -- Selection and appointment
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| Form |
Electronic book
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| Author |
Schmidt, Clea, editor.
|
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Schneider, Jens, editor.
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| ISBN |
9789463006637 |
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946300663X |
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