Diversifying the Teaching Force in Transnational Contexts

Critical Perspectives

  • Clea Schmidt
  • Jens Schneider

Part of the Transnational Migration and Education book series (TMAE)

Table of contents

  1. Front Matter
    Pages i-xiii
  2. Operationalizing the Diversification of the Teaching Force

    1. Front Matter
      Pages 1-1
    2. Lilach Marom, Roumiana Ilieva
      Pages 15-27
    3. Vini Lander, Aneela Sheikh Zaheerali
      Pages 29-42
  3. The Roles of Identity and Institutions in Diversifying the Teaching Force

    1. Front Matter
      Pages 43-43
    2. Christine L. Cho
      Pages 45-57
    3. Flynn Ross, Abdullahi Ahmed
      Pages 73-86
  4. Racialization and ‘Othering’ of Transnational Teachers and Educators of Colour

    1. Front Matter
      Pages 87-87
    2. Rita Kohli
      Pages 103-113
    3. Meral El, Karim Fereidooni
      Pages 127-136
  5. Access to the Teaching Profession for Diverse Teachers from Transnational Contexts

    1. Front Matter
      Pages 137-137
    2. Clea Schmidt, Sandra Janusch
      Pages 139-151
    3. Jens Schneider, Christine Lang
      Pages 165-178
    4. Snežana Ratković, Emilia Piętka-Nykaza
      Pages 179-192

About this book


"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 Depending on the context, systemic discrimination, an oversupply of teachers in the profession generally, and outdated hiring policies and practices can all impede efforts to diversify the teaching force.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."<


Internationally educated teachers diversification of the teaching force critical theory transnational teachers immigration

Editors and affiliations

  • Clea Schmidt
    • 1
  • Jens Schneider
    • 2
  1. 1.University of ManitobaCanada
  2. 2.University of OsnabrückGermany

Bibliographic information