Diversifying the Teaching Force in Transnational Contexts : : Critical Perspectives / / edited by Clea Schmidt, Jens Schneider.
"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...
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| Superior document: | Transnational Migration and Education |
|---|---|
| HerausgeberIn: | |
| Place / Publishing House: | Rotterdam : : SensePublishers :, Imprint: SensePublishers,, 2016. |
| Year of Publication: | 2016 |
| Edition: | 1st ed. 2016. |
| Language: | English |
| Series: | Transnational Migration and Education
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| Physical Description: | 1 online resource (XIV, 192 p.) |
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Table of Contents:
- Foreword
- Introduction: Lessons to be Learned from the International Comparison
- Section 1: Operationalizing the Diversification of the Teaching Force
- The Cultural Diversification of the Scottish Teaching Profession: How Necessary Is It?
- Becoming the “Good Teacher”: Professional Capital Conversion of Internationally Educated Teachers
- One Step Forward, Two Steps Back: The Continuing Saga of Black and Minority Ethnic Teacher Recruitment and Retention in England
- Section 2: The Roles of Identity and Institutions in Diversifying the Teaching Force
- No Dreads and Saris Here: The Culture of Teacher Education Conformity and the Need for Diverse Representation amongst Teaching Staff
- Self-Efficacy of Teachers with Migrant Background in Germany: Handling Linguistic and Cultural Diversity in School
- Fostering Globalism: Community Partnership to Grow Your Own Teachers
- Section 3: Racialization and ‘Othering’ of Transnational Teachers and Educators of Colour
- Muslimization – “Othering” Experiences of Students in Academic Teacher Programs
- Beyond the Demographics: Supporting the Retention, Growth and Leadership Potential of Social Justice Oriented Teachers of Color
- Beyond Silos of ‘Sexuality’, ‘Ethnicity’, and ‘Language’: Educator Identity and Practice in Adult Education Contexts
- Racism Experienced by Teachers of Color in Germany: Racialization and Hierarchical Positioning
- Section 4: Access to the Teaching Profession for Diverse Teachers from Transnational Contexts
- The Contributions of Internationally Educated Teachers in Canada: Reconciling What Counts with What Matters
- Challenging the Homogeneity of the Elementary School Teaching Force in Ireland
- Barriers and Opportunities: Trajectories of Teachers with Turkish Background and the Institutional Context in Germany
- Forced Migration and Education: Refugee Women Teachers’ Trajectories in Canada and the UK.