Skip to main content
SpringerLink
Log in

Forced Migration and Education

Refugee Women Teachers’ Trajectories in Canada and the UK

  • Chapter
Diversifying the Teaching Force in Transnational Contexts

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

Abstract

As Canadian and UK classrooms are becoming more culturally, ethnically, and linguistically diverse, it is argued that the teacher population should be more representative of the student population (Block, 2012; Menter, Hartshorn, Hextall, Howell, & Smyth, 2006).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Ang, I. (1993). To be or not to be Chinese: Diaspora, culture and postmodern ethnicity. Southeast Asian Journal of Social Science, 21(1), 1–17.

    Article  Google Scholar 

  • Block, L. A. (2012). Re-positioning: Internationally educated teachers in Manitoba school communities. Canadian Journal of Education, 35(3), 85–100.

    Google Scholar 

  • Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Dlamini, S. N., Anucha, U., & Wolfe, B. (2012). Negotiated positions: Immigrant women’s views and experiences of employment in Canada. Affilia: Journal of Women and Social Work, 1–15. doi:10.1177/0886109912464479

    Google Scholar 

  • Eastmond, M. (2007). Stories as lived experience: Narratives in forced migration research. Journal of Refugee Studies, 20(2), 248–264.

    Article  Google Scholar 

  • General Teaching Council for Scotland. (2006). The standard for initial teacher education. Retrieved from http://www.gtcs.org.uk/web/FILES/the-standards/the-standard-for-initial-teacher-education.pdf

  • General Teaching Council for Scotland. (2012). The standards for registration: Mandatory requirements for registration with the General Teaching Council for Scotland. Retrieved from http://www.gtcs.org.uk/web/FILES/the-standards/standards-for-registration-1212.pdf

  • Harrell-Bond, B., & Voutira, E. (2007). In search of ‘Invisible’ actors: Barriers to access in refugee research. Journal of Refugee Studies, 20(2), 281–298.

    Article  Google Scholar 

  • Ho, C. (2006). Migration as feminisation? Chinese women’s experiences of work and family in Australia. Journal of Ethnic and Migration Studies, 32(3), 497–514.

    Article  Google Scholar 

  • Medic, D. (2007). Foreign trained teachers: The emergence of the right to practise their profession in Ontario (Unpublished Master’s Thesis). Brock University, St. Catharines, ON.

    Google Scholar 

  • Menter, I., Hartshorn, B., Hextall, I., Howell, I., & Smyth, G. (2006). Widening access to the teaching profession: Perspectives from Scotland. European Journal of Teacher Education, 29(3), 271–285.

    Article  Google Scholar 

  • Mohanty, C. T. (1986). Under western eyes: Feminist scholarship and colonial discourses. Boundary 2, 12(3), 333–358.

    Article  Google Scholar 

  • Mohanty, C. T. (2003). Feminism without borders: Decolonizing theory, practicing solidarity. Durham, NC: Duke University Press.

    Book  Google Scholar 

  • Morehouse, B. (2004). Theoretical approaches to border spaces and identities. In B. Morehouse, V. Pavlakovich-Kochi, & D. Waslt-Walter (Eds.), Challenged borderlands: Transcending political and cultural boundaries (pp. 19–39). Aldershot, UK: Ashgate.

    Google Scholar 

  • Narayan, U. (1998). Essence of culture and a sense of history: A feminist critique of cultural essentialism. Hypatia, 13(2), 86–106.

    Article  Google Scholar 

  • Ng, R., & Shan, H. (2010). Lifelong learning as ideological practice: an analysis from the perspective of immigrant women in Canada. International Journal of Lifelong Learning, 29(2), 169–184.

    Article  Google Scholar 

  • Ontario College of Teachers. (2015). Requirements for becoming a general education teacher in Ontario: 2013 Registration guide. Retrieved January 15, 2015 from http://www.oct.ca/becoming-a-teacher/internationally-educated-teachers

  • Piętka-Nykaza, E. (2015). ‘I Want to Do Anything which Is Decent and Relates to My Profession’: Refugee doctors’ and teachers’ strategies of re-entering their professions in the UK. Journal of Refugee Studies, 28(4), 523–543. doi: 10.1093/jrs/fev008

    Article  Google Scholar 

  • Portes, A., Guanrnizo, L. E., & Landolt, P. (1999). The study of transnationalism: Pitfalls and promise of an emergent field. Ethnic and Racial Studies, 22(2), 217–237.

    Article  Google Scholar 

  • Refugee Assessment and Guidance Unit. (2007). Mapping and analysis of systems for assessment and recognition of overseas qualifications and experience in England. Retrieved from http://www.londonmet.ac.uk/library/c56958_3.pdf

    Google Scholar 

  • Santoro, N. (2013). The drive to diversify the teaching profession: Narrow assumptions, hidden complexities. Race Ethnicity and Education, 1–19. doi:10.1080/13613324.2013.788299

    Google Scholar 

  • Schmidt. (2010). Towards equity for internationally educated teachers in teacher education field. In T. Falkenberg & H. Smits (Eds.), Field experiences in the context of reform of Canadian teacher education programs (pp. 359–368). Winnipeg, MA: Faculty of Education of the University of Manitoba.

    Google Scholar 

  • Smyth, G., & Kum, H. (2010). “When they don’t use it they will lose it”: Professionals, deprofessionalization and reprofessionalization: The case of refugee teachers in Scotland. Journal of Refugee Studies, 23(4), 503–522.

    Article  Google Scholar 

  • Tol, W. A., Song, S., & Jordans, M. J. (2013). Annual research review: Resilience and mental health in children and adolescents living in areas of armed conflict – A systematic review of findings in low- and middle-income countries. The Journal of Child Psychology and Psychiatry, 54(4), 445–460.

    Article  Google Scholar 

  • Vindevogel, S., Ager, A., Schiltz, J., Broekaert, I., & Derluyn, I., (2015). Toward a culturally sensitive conceptualization of resilience: Participatory research with war-affected communities in northern Uganda. Transcultural Psychiatry, 52(3), 396–416. doi:10.1177/1363461514565852

    Article  Google Scholar 

  • Walsh, S., Brigham, S., & Wang, Y. (2011). Internationally educated female teachers in the neoliberal context: Their labour market and teacher certification experiences in Canada. Teaching and Teacher Education, 27(3), 657–665. doi:10.1016/j.tate.2010.11.004

    Article  Google Scholar 

  • Yeoh, B. S. A., Lai, K. P. Y., Charney, M. W., & Kiong, T. C. (2003). Transnationalism and its salience. In B. S. A. Yeoh, M. W. Charney, & T. C. Kiong (Eds.), Approaching transnationalism: Studies on transnational societies, multicultural contacts, and imaginings of home (pp. 1–14). Norwell: MA: Kluwer Academic Publishers.

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, Brock University, Canada

    Snežana Ratković

  2. School of Media, Culture and Society, University of West of Scotland, UK

    Emilia Piętka-Nykaza

Authors
  1. Snežana Ratković
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Emilia Piętka-Nykaza
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Manitoba, Canada

    Clea Schmidt

  2. University of Osnabrück, Germany

    Jens Schneider

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Ratković, S., Piętka-Nykaza, E. (2016). Forced Migration and Education. In: Schmidt, C., Schneider, J. (eds) Diversifying the Teaching Force in Transnational Contexts. Transnational Migration and Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-663-7_14

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-663-7_14

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-663-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation