To Be a Minority Teacher in a Foreign Culture : : Empirical Evidence from an International Perspective.

To Be a Minority Teacher in a Foreign Culture : : Empirical Evidence from an International Perspective.

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Bibliographic Details
:
Gutman, Mary.
TeilnehmendeR:
Jayusi, Wurud.
Beck, Michael.
Bekerman, Zvi.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2023.
©2023.
Year of Publication:2023
Edition:1st ed.
Language:English
Online Access:
Physical Description:1 online resource (499 pages)
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Table of Contents:
  • Intro
  • Contents
  • Chapter 1: Introduction
  • Part I: Immigrant and Immigrant Origin Teachers as Unrepresented Groups
  • Part II: Indigenous Teachers as Minorities in Multilingual and Bilingual Schools
  • Part III: Journeys and Identities of International Minority Teacher Educators
  • Part IV: Ethnic Minority Teachers as Cultural Mediators
  • References
  • Part I: Immigrant and Immigrant Origin Teachers as Unrepresented Groups
  • Chapter 2: Ethiopian Origin Teachers in Israel: Prejudices, Pedagogical Expectations and the Pygmalion Effect in the Shadow of the COVID-19
  • Introduction
  • Ethiopian Origin Teachers in Israel
  • Challenges in Integrating Ethiopian Origin Teachers in Israeli Schools
  • Methodology
  • Sample and Sampling
  • Research Process
  • The Data Analysis
  • Findings and Discussion
  • Conclusions and Implications
  • References
  • Chapter 3: Belonging and Otherness: Teachers of Ethiopian and Russian Origins in Israeli Schools
  • Introduction
  • Integration of Minorities into the Workplace
  • Social Fields
  • Israel as an Immigrant Society
  • Immigration from the Former Soviet Union (FSU) and from Ethiopia
  • FSU Teachers in Israel
  • Teachers of Ethiopian Origin (EO)
  • Discriminatory Practices Toward FSU and EO Israeli Citizens
  • Sense of Belonging/Otherness
  • Methodology
  • Population
  • Research Findings
  • Open-Ended Question Analysis: When Do You Feel That You Belong?
  • Open-Ended Question Analysis: When Do You Feel Otherness?
  • Discussion
  • Conclusions and Implications
  • References
  • Chapter 4: Switzerland: Diversity in the Classroom, Uniformity in the Faculty
  • Diversity and Uniformity - The Swiss Case
  • Who? Otherness and Othering
  • From Diverse Schools to Universities: Choice or Restriction?
  • At University: One of Us?
  • Into and on the Job: What to Expect?
  • Conclusions and Implication
  • References.
  • Chapter 5: Sweden and Germany: Top-Down and Bottom-Up Policy Making in the Re-professionalization of International Teachers
  • Introduction
  • Teachers with an Immigrant Background and Their Access to Educational Market
  • Research Design and Methodology
  • Findings and Discussion
  • Official Language Requirements
  • Monolingualism as a Norm
  • Multilingualism as a Resource
  • For the Work at School
  • On a Social Level
  • In Class
  • Conclusions and Implications
  • References
  • Chapter 6: "After Building Relationships, Language Is No Longer a Barrier": Two Bilingual Mathematics Teachers' Growth Through Student Teaching Experiences
  • Introduction
  • Theoretical Perspectives
  • Context and Methods
  • Research Findings
  • MJ's Story
  • The Beginning Phase
  • The Middle Phase
  • The Ending Phase
  • Ana's Story
  • The Beginning Phase
  • The Middle Phase
  • The Ending Phase
  • Discussion, Conclusions and Implications
  • References
  • Chapter 7: "Crossing the River by Feeling the Stones": Understanding Chinese Minority Teachers' Transnational and Transitional Experiences
  • Introduction
  • Literature Review and Research Objective
  • Challenges of Teaching in Transnational Contexts
  • Context of Research
  • Methodology
  • Data Analysis
  • Participants
  • Findings and Discussion
  • New Life in the U.S.
  • Challenges Encountered at Schools
  • Conclusions and Implications
  • References
  • Chapter 8: Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education
  • Introduction
  • Precursor and Pioneer Studies on Minority (Pre-service) Teachers in German-Speaking Countries (Up to 2013)
  • Recent Studies on Minority (Pre-service) Teachers in German-Speaking Countries
  • Conclusions and Implications
  • References.
  • Chapter 9: Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception
  • Introduction
  • Minority Teachers in Germany: Objectives and Context of the Research
  • Methodology
  • Results and Discussion
  • Ascriptions and (Self-)Perception of Minority Teachers' Role in Education
  • Minority Teachers' Importance for Students' and Students' Own Perspectives
  • Professional Integration and Teacher Education
  • Conclusion and New Research Areas
  • References
  • Chapter 10: Germany: Professional Networks of Minority Teachers and Their Role in Developing Multicultural Schools
  • Introduction
  • Research Objective
  • Context of Research
  • Research Question and Assumptions
  • Methodology
  • Sample
  • Material and Analysis
  • Findings
  • Group Discussion 1
  • Superficial Characteristics of the Discussion
  • Thematic Course of the Discussion
  • Group Discussion 2
  • Superficial Characteristics of the Discussion
  • Thematic Course of the Discussion
  • Comparison of the Two Discussions
  • Discussion
  • Conclusions and Implications
  • References
  • Part II: Migrant and Indigenous Teachers as Minorities in Bilingual and Multilingual Schools
  • Chapter 11: "Welcome to the Club": Palestinian-Israeli Teachers in Bilingual Integrated and in Hebrew Speaking Schools
  • Introduction
  • Israel and the Israeli School System
  • Palestinian Israeli Teachers in Hebrew Speaking and in Bilingual Integrated Schools
  • Teacher Self-efficacy &amp
  • Effectiveness
  • Method
  • Findings
  • Job Satisfaction
  • Professional Self-efficacy
  • Political Positioning
  • Political Tension/War
  • Discussion
  • Conclusions and Implications
  • References
  • Chapter 12: Independent Schools in South Africa: Acculturation of Zimbabwean Immigrant Teachers
  • Introduction
  • Aims of the Research
  • Context of Research.
  • Language
  • Immersion
  • Assimilation
  • Integration
  • Educational Leadership Approaches Aligned to Acculturation and Integration
  • Cultural Leadership
  • Moral/Ethical Leadership
  • Dialogical Leadership
  • Curriculum Leadership
  • Research Design and Methodology
  • Sampling and Site Selection
  • Data Collection Methods
  • Data Analysis
  • Findings and Discussion
  • Culturally Competitive Schools and Culturally Competitive Leadership
  • Institutionalised Dimension
  • Personal Dimension
  • Instructional Dimension
  • Conclusions and Implications
  • References
  • Chapter 13: Netherlands: Teachers' Perspectives and Practices in Chinese and Polish Language and Culture Teaching
  • Introduction
  • Languages, Cultures, Policies and Practices
  • Languages and Cultures
  • Policies from Above and from Below
  • Teachers' Curriculum Practices
  • Method and Context
  • Canonical Texts in Heritage Language and Culture Teaching
  • 'The Song of a Little Brook' in the Chinese School
  • 'The Polish Child's Catechism' in the Polish School
  • Discussion and Conclusions
  • References
  • Chapter 14: Convergences and Divergences in Career Paths: Recruiting Foreign Teachers in Binational Schools in Argentina
  • Introduction
  • Where to Work: Binational Schools and Foreign Teachers
  • Methodology
  • Findings and Discussion
  • The Working Scenarios and Conditions from the Teachers' Perspective
  • Career Paths for Foreign Teachers in Binational Schools
  • Landing Into the Unknown
  • Building Bridges Through Foreign Teachers
  • Conclusions and Implication
  • References
  • Chapter 15: Argentina: Minority Indigenous Teachers of Bilingual Intercultural Education
  • Introduction
  • Research Objective
  • Context of Research
  • Methodology
  • Results and Discussion
  • Monolingual Teachers for Bilingual Intercultural Education?
  • Minority Language, from School Subject to Object?.
  • Indigenous Languages Versus the School?
  • Conclusions and Implications
  • References
  • Part III: Journeys and Identities of International Minority Teacher Educators
  • Chapter 16: The Growth of Minority Supervisors: Supervision of Pre-service Teachers' Field Experiences
  • Introduction
  • Research Objectives
  • Theoretical Frameworks
  • Michel Foucault
  • Pierre Bourdieu
  • Bruno Latour
  • Context of Research
  • Pre-service Teacher, Field Experience, and Supervisor
  • Triadic Relationship
  • Field Experience and Course Work
  • Muted Voice of Minority Supervisor
  • Methodology
  • Position of the Researcher
  • Results and Discussion
  • Different Expectations on Students' Performance
  • Scenario One-Embodied Aspects of Teaching
  • Scenario Two-Student's Engagement
  • Creating a Field for Symbolic Interaction
  • Growth as Both Instructor and Supervisor
  • Conclusions and Implications
  • References
  • Chapter 17: Foster Child of the Family: An Autoethnography of an International Minority Teacher Educator in a U.S. University
  • Introduction and Objective
  • Theoretical Framework
  • Critical Race Theory
  • Intersectionality
  • Asian Critical Theory
  • Methodology
  • Findings and Discussion
  • Teaching
  • Research and Service
  • Epilogue
  • References
  • Chapter 18: Pedagogical Challenges of Immigrant Minority Teacher Educators: A Collaborative Autoethnography Study
  • Introduction
  • Literature Review
  • Complexities of Becoming Teacher Educators
  • Complexities and Challenges of Becoming MTEs
  • Tensions and Challenges of MTEs' Pedagogical Practices
  • MTEs' Pedagogical Transformation
  • Theoretical Framework
  • Methodology
  • Context and Participants
  • Data Collection
  • Data Analysis
  • Findings
  • Language Dimension
  • Cultural Dimension
  • Sociopolitical Dimension
  • Discussion, Conclusions and Implications
  • Conclusions and Implications.
  • Appendices.

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