This open access book aims to unravel entrenched hegemonically-induced hindrances and barriers to internationally acquired teaching competencies' recognition processes. With curricula of teacher education – like school curricula – remaining highly affirmative of localized traditions and styles of reasoning, in times of migration movement, teacher education needs to be reframed to become a global issue. The book's contributions cover manifold facets of how the idea of what makes a teacher is being reframed, touching upon theoretical foundations of perceptions of the teaching profession and concrete analyses of measures to bring internationally trained teachers into systems or make them part thereof. Chapters elaborate on how non-local teachers find their way around and are being treated by pointing to what hinders their (successful) re-entry and how other non- or differently-trained personnel receive preferred treatment. Other contributions focus on strategies teachers apply to deal with ever-growing levels of diversity among students.
The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the University of Innsbruck, Koblenz University and BeeFlip.
Thinning the Thickets – An Introduction, Michelle Proyer (University of Vienna, Austria), Sabine Krause (University of Innsbruck, Austria) and Gertraud Kremsner (University of Leipzig, Germany) Part I: Theoretical Approaches to the Making of a Teacher 1. On Being a Teacher: How to Respond to the Global Construction of Teachers and their Teaching? , Gert Biesta (Maynooth University, Ireland) 2. Being Prepared for Diverse Classrooms: Boundaries of Professional Devices and the Dangers of Inclusive Teaching, Ayse Yolcu (Hacettepe University Ankara, Turkey) 3. Mobility and Education, Susanne Ress (Otto-Friedrich-Universität Bamberg, Germany) 4. Shared (Hi)Stories of (Invisible) Living in the In-Between? Experiences of and Perspectives on Being, Becoming, and Remaining a Teacher in Austria, Tina Obermayr (University of Vienna, Austria) and Marie-Claire Sowinetz (University of Vienna, Austria) Part II: International Perspectives on (Local) Politics of Education 5. Pedagogy and Research Cooperations in the Neoliberal Politics of Speed: Reflections For Critical Pedagogical Professionalization in Neoliberal Migration Societies, Nadja Thoma (University of Vienna, Austria) 6. Unravelling the Nuanced Experiences of Multilingual Internationally Educated Teachers In Bridging Programmes: A Focus on Language, Clea Schmidt (University of Manitoba, Canada), Henrike Terhart (Universität zu Köln, Germany), Rory Mc Daid (Marino Institute of Education, Ireland) and Michelle Proyer (University of Vienna, Austria) 7. Career Jumpers on Their Way to Teacher Professionalism – Challenges and Opportunities Based on Different Working Backgrounds, Inka Engel (University of Koblenz-Landau, Germany) and Miriam Voigt (University of Koblenz-Landau, Germany) 8. The Colleague-Outsider Conundrum: the Case of Zimbabwean Migrant Teachers in South African Classrooms, Kudzayi Savious Tarisayi (Stellenbosch University, South Africa) 9. Heroic Teachers? Understanding the Choices and Strategies of Teachers in a Context in Flux, Ritesh Sha (The University of Auckland, New Zealand) Part III: Critical Reframing in an Age of Migration 10. Migrant Teachers Filling the Gap: Required but not Revered, Sadhana Manik (University of KwaZulu-Natal, South Africa) 11. The Subtle Work of Whiteness in Canadian Teacher Education, Lilach Marom (Kwantlen Polytechnic University, Canada) 12. A Two-Tiered System of Teacher Preparation, Kerry Kretchmar (Carroll University, USA) 13. Teacher Migration and Education in the (Post-) Colonial Context: Lessons from the Global South, Philipp Knobloch (Technical University Dortmund, Germany) 14. Reframing the Teacher in an Age of Migration: Concluding Thoughts Sabine Krause (University of Innsbruck, Austria), Michelle Proyer (University of Vienna, Austria) and Gertraud Kremsner (University of Leipzig, Germany) Index
Sabine Krause is Professor of Educational Science at the University of Innsbruck, Austria. Michelle Proyer is TT Professor of Inclusive Education at the University of Vienna, Austria. Gertraud Kremsner is Professor of Heterogeneity and Inclusion at the University of Koblenz, Germany.
Reviews for The Making of Teachers in the Age of Migration: Critical Perspectives on the Politics of Education for Refugees, Immigrants and Minorities
There is no doubt that “The Making of Teachers in the Age of Migration” represents a timely scholarly contribution as the global community grapples with the realities in the post-pandemic world of forced migration, armed, climate and geopolitical crises. The chapters, each in their own right, and also collectively, unpack the quintessential elements of being a teacher in its most basic nature, unmasked by the realities of the teacher as an in situ migrant. In my view this publication will become an important reference point for the global community as we grapple with notions of teacher identity, teacher professionalisation and the international recognition of teacher qualifications in the period ahead. * James Keevy, Chief Executive Officer, JET Education Services, South Africa *
