The making of teachers in the age of migration : critical perspectives on the politics of education for refugees, immigrants and minorities

The Making of Teachers in the Age of Migration 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. 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 Koln, 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. Half Title Series Page Title Page Copyright Page Contents Tables Contributors Acknowledgements Thinning the Thickets – an Introduction Part I: Theoretical Approaches to the Making of a Teacher Chapter 1: On Being a Teacher: How to Respond to the Global Construction of Teachers and Their Teaching? Chapter 2: Being Prepared for Diverse Classrooms: Boundaries of Professional Devices and the Dangers of Inclusive Teaching Chapter 3: Mobility and Education Chapter 4: Shared (Hi)stories of (Invisible) Living in the In-Between?: Experiences of and Perspectives on Being, Becoming and Remaining a Teacher in Austria Part II: International Perspectives on (Local) Politics of Education Chapter 5: Pedagogy and Research Cooperations in the Neoliberal Politics of Speed: Reflections for Critical Pedagogical Professionalization in Migration Societies Chapter 6: Unravelling the Nuanced Experiences of Multilingual Internationally Educated Teachers in Bridging Programmes: A Focus on Language Chapter 7: Career Jumpers on Their Way to Teacher Professionalism – Challenges and Opportunities Based on Different Working Backgrounds Chapter 8: The Colleague-Outsider Conundrum: The Case of Zimbabwean Migrant Teachers in South African Classrooms Chapter 9: Heroic Teachers? Understanding the Choices and Strategies of Teachers in a Context in Flux Part III: Critical Reframing in an Age of Migration Chapter 10: Migrant Teachers Filling the Gap: Required but Not Revered Chapter 11: The Subtle Work of Whiteness in Canadian Teacher Education Chapter 12: A Two-Tiered System of Teacher Preparation Chapter 13: Teacher Migration and Education in the (Post)colonial Context: Lessons from the Global South Chapter 14: Reframing the Teacher in an Age of Migration: Concluding Thoughts Index 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.. "The Making of Teachers in the Age of Migration reveals the failure of Western nations to utilize the skills of educators who are refugees and migrants and considers the experiences of those educators as they move into the teacher workforces in their new countries. Most Western countries are experiencing a shortage in teaching personnel. Against this backdrop, a possible solution seems to be quite obvious: teachers with (forced) migration backgrounds could be employed in the school systems of their destination countries, since they didn't leave their profession nor passion for teaching behind. Written by leading scholars based in Austria, Germany, Ireland, New Zealand, Switzerland, South Africa, Turkey and the USA, the first part of the book covers theoretical issues including decolonization, curriculum reform, inclusivity and citizenship. The second part of the book includes case studies with examples of success and failures from Austria, Brazil, Germany and Zimbabwe."-- Provided by publisher