UID:
almahu_9949482625602882
Format:
VIII, 509 p. 1 illus.
,
online resource.
Edition:
1st ed. 2023.
ISBN:
9783031255847
Content:
This open access book offers in depth knowledge on the challenges and opportunities offered by the inclusion of minority teachers in mainstream educational settings from an international perspective. It aims to be a unique and important contribution for scholars, policy-makers, and practitioners considering the complexities brought about by global trends into national/local educational systems and settings. It will also serve to guide future research, policy, and practice in this important field of inquiry. The work will contribute answers to questions such as: How do immigrant/minority teachers experience their work in mainstream educational settings?; How do mainstream shareholders experience the inclusion of immigrant/minority teachers in mainstream educational settings?; What is the effect of the successful (and/or unsuccessful) integration of minority teachers and teacher educators into mainstream education settings?.
Note:
Part 1: Immigrant and immigrant-origin teachers -- 1. Immigrant teachers' perceptions toward multilingualism at school: potentials, limitations and implications -- 2. Israel: Ethiopian-origin teachers in their first year of work -- 3. The Netherlands: Comparative looks on Chines and Polish immigrant-background teachers -- 4. Israel: Comparative study of Ethiopian and Russian origin teachers in Israeli schools -- 5. Switzerland: Diversity in the classroom, uniformity in the faculty -- 6. Germany: Inclusive school development by immigrant teachers -- 7. USA: Transitional international students from China as minority teachers -- Part 2: Trajectories and identities of migrant teacher educators -- 8. Indian-Asian migrant teacher educator in USA: navigating the foreignness American curriculum -- 9. From Korea to USA: a self- study on professional trajectory of minority EFL teacher educator -- 10. Understanding cultural influences on minority teacher educators' pedagogical choices, agency and identity -- 11. USA: being foreign teacher educator of color in "white" university -- 12. The growth of minority teacher educator: supervision of pre-service teachers' field experiences -- Part 3: Ethnic minority teachers as unrepresented groups -- 13. Turkey: Kurdish Teachers in Turkey within the context of history education -- 14. South Africa: Desegregated teaching, democratic citizenship education and integrating of ethnic minority teachers -- 15. South Africa: Critical discourse analyses on an under-represented ethnic minority teachers in higher education -- 16. Austria: An analysis of underrepresentation and stereotyped perceptions toward ethnic minority English teachers of color -- 17. Black-British born teacher: theoretical look on navigating oppressive white cultural attitudes in school settings -- Part 4: Ethnic minority teachers as culture mediators -- 18. New Zealand: Māory teachers as an ethnic minority in English-medium schools -- 19. China: Minority teachers as a change agent in a changing educational world -- 20. Germany: Networks of ethnic minority teachers and their role in developing multicultural schools- the case study -- 21. Finnish and Swedish schools: Muslim teachers as cultural brokers -- 22. Israel: Palestinian-Israeli teachers' identity as a culture mediator and their motives to teach in Jewish schools -- 23. A critical auto-ethnography of a Latina teacher in USA: Ethnic, cultural and academic teacher identity negotiations and the intersections between them. .
In:
Springer Nature eBook
Additional Edition:
Printed edition: ISBN 9783031255830
Additional Edition:
Printed edition: ISBN 9783031255854
Additional Edition:
Printed edition: ISBN 9783031255861
Language:
English
DOI:
10.1007/978-3-031-25584-7
URL:
https://doi.org/10.1007/978-3-031-25584-7
