To Be a Minority Teacher in a Foreign Culture: Empirical Evidence from an International Perspective

Contents
Chapter 1: Introduction
Part I: Immigrant and Immigrant Origin Teachers as Unrepresented Groups
Part II: Indigenous Teachers as Minorities in Multilingual and Bilingual Schools
Part III: Journeys and Identities of International Minority Teacher Educators
Part IV: Ethnic Minority Teachers as Cultural Mediators
References
Part I: Immigrant and Immigrant Origin Teachers as Unrepresented Groups
Chapter 2: Ethiopian Origin Teachers in Israel: Prejudices, Pedagogical Expectations and the Pygmalion Effect in the Shadow of the COVID-19
Introduction
Ethiopian Origin Teachers in Israel
Challenges in Integrating Ethiopian Origin Teachers in Israeli Schools
Methodology
Sample and Sampling
Research Process
The Data Analysis
Findings and Discussion
Conclusions and Implications
References
Chapter 3: Belonging and Otherness: Teachers of Ethiopian and Russian Origins in Israeli Schools
Introduction
Integration of Minorities into the Workplace
Social Fields
Israel as an Immigrant Society
Immigration from the Former Soviet Union (FSU) and from Ethiopia
FSU Teachers in Israel
Teachers of Ethiopian Origin (EO)
Discriminatory Practices Toward FSU and EO Israeli Citizens
Sense of Belonging/Otherness
Methodology
Population
Research Findings
Open-Ended Question Analysis: When Do You Feel That You Belong?
Open-Ended Question Analysis: When Do You Feel Otherness?
Discussion
Conclusions and Implications
References
Chapter 4: Switzerland: Diversity in the Classroom, Uniformity in the Faculty
Diversity and Uniformity – The Swiss Case
Who? Otherness and Othering
From Diverse Schools to Universities: Choice or Restriction?
At University: One of Us?
Into and on the Job: What to Expect?
Conclusions and Implication
References
Chapter 5: Sweden and Germany: Top-Down and Bottom-Up Policy Making in the Re-professionalization of International Teachers
Introduction
Teachers with an Immigrant Background and Their Access to Educational Market
Research Design and Methodology
Findings and Discussion
Official Language Requirements
Monolingualism as a Norm
Multilingualism as a Resource
For the Work at School
On a Social Level
In Class
Conclusions and Implications
References
Chapter 6: “After Building Relationships, Language Is No Longer a Barrier”: Two Bilingual Mathematics Teachers’ Growth Through Student Teaching Experiences
Introduction
Theoretical Perspectives
Context and Methods
Research Findings
MJ’s Story
The Beginning Phase
The Middle Phase
The Ending Phase
Ana’s Story
The Beginning Phase
The Middle Phase
The Ending Phase
Discussion, Conclusions and Implications
References
Chapter 7: “Crossing the River by Feeling the Stones”: Understanding Chinese Minority Teachers’ Transnational and Transitional Experiences
Introduction
Literature Review and Research Objective
Challenges of Teaching in Transnational Contexts
Context of Research
Methodology
Data Analysis
Participants
Findings and Discussion
New Life in the U.S.
Challenges Encountered at Schools
Conclusions and Implications
References
Chapter 8: Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education
Introduction
Precursor and Pioneer Studies on Minority (Pre-service) Teachers in German-Speaking Countries (Up to 2013)
Recent Studies on Minority (Pre-service) Teachers in German-Speaking Countries
Conclusions and Implications
References
Chapter 9: Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception
Introduction
Minority Teachers in Germany: Objectives and Context of the Research
Methodology
Results and Discussion
Ascriptions and (Self-)Perception of Minority Teachers’ Role in Education
Minority Teachers’ Importance for Students’ and Students’ Own Perspectives
Professional Integration and Teacher Education
Conclusion and New Research Areas
References
Chapter 10: Germany: Professional Networks of Minority Teachers and Their Role in Developing Multicultural Schools
Introduction
Research Objective
Context of Research
Research Question and Assumptions
Methodology
Sample
Material and Analysis
Findings
Group Discussion 1
Superficial Characteristics of the Discussion
Thematic Course of the Discussion
Group Discussion 2
Superficial Characteristics of the Discussion
Thematic Course of the Discussion
Comparison of the Two Discussions
Discussion
Conclusions and Implications
References
Part II: Migrant and Indigenous Teachers as Minorities in Bilingual and Multilingual Schools
Chapter 11: “Welcome to the Club”: Palestinian-Israeli Teachers in Bilingual Integrated and in Hebrew Speaking Schools
Introduction
Israel and the Israeli School System
Palestinian Israeli Teachers in Hebrew Speaking and in Bilingual Integrated Schools
Teacher Self-efficacy & Effectiveness
Method
Findings
Job Satisfaction
Professional Self-efficacy
Political Positioning
Political Tension/War
Discussion
Conclusions and Implications
References
Chapter 12: Independent Schools in South Africa: Acculturation of Zimbabwean Immigrant Teachers
Introduction
Aims of the Research
Context of Research
Language
Immersion
Assimilation
Integration
Educational Leadership Approaches Aligned to Acculturation and Integration
Cultural Leadership
Moral/Ethical Leadership
Dialogical Leadership
Curriculum Leadership
Research Design and Methodology
Sampling and Site Selection
Data Collection Methods
Data Analysis
Findings and Discussion
Culturally Competitive Schools and Culturally Competitive Leadership
Institutionalised Dimension
Personal Dimension
Instructional Dimension
Conclusions and Implications
References
Chapter 13: Netherlands: Teachers’ Perspectives and Practices in Chinese and Polish Language and Culture Teaching
Introduction
Languages, Cultures, Policies and Practices
Languages and Cultures
Policies from Above and from Below
Teachers’ Curriculum Practices
Method and Context
Canonical Texts in Heritage Language and Culture Teaching
‘The Song of a Little Brook’ in the Chinese School
‘The Polish Child’s Catechism’ in the Polish School
Discussion and Conclusions
References
Chapter 14: Convergences and Divergences in Career Paths: Recruiting Foreign Teachers in Binational Schools in Argentina
Introduction
Where to Work: Binational Schools and Foreign Teachers
Methodology
Findings and Discussion
The Working Scenarios and Conditions from the Teachers’ Perspective
Career Paths for Foreign Teachers in Binational Schools
Landing Into the Unknown
Building Bridges Through Foreign Teachers
Conclusions and Implication
References
Chapter 15: Argentina: Minority Indigenous Teachers of Bilingual Intercultural Education
Introduction
Research Objective
Context of Research
Methodology
Results and Discussion
Monolingual Teachers for Bilingual Intercultural Education?
Minority Language, from School Subject to Object?
Indigenous Languages Versus the School?
Conclusions and Implications
References
Part III: Journeys and Identities of International Minority Teacher Educators
Chapter 16: The Growth of Minority Supervisors: Supervision of Pre-service Teachers’ Field Experiences
Introduction
Research Objectives
Theoretical Frameworks
Michel Foucault
Pierre Bourdieu
Bruno Latour
Context of Research
Pre-service Teacher, Field Experience, and Supervisor
Triadic Relationship
Field Experience and Course Work
Muted Voice of Minority Supervisor
Methodology
Position of the Researcher
Results and Discussion
Different Expectations on Students’ Performance
Scenario One-Embodied Aspects of Teaching
Scenario Two-Student’s Engagement
Creating a Field for Symbolic Interaction
Growth as Both Instructor and Supervisor
Conclusions and Implications
References
Chapter 17: Foster Child of the Family: An Autoethnography of an International Minority Teacher Educator in a U.S. University
Introduction and Objective
Theoretical Framework
Critical Race Theory
Intersectionality
Asian Critical Theory
Methodology
Findings and Discussion
Teaching
Research and Service
Epilogue
References
Chapter 18: Pedagogical Challenges of Immigrant Minority Teacher Educators: A Collaborative Autoethnography Study
Introduction
Literature Review
Complexities of Becoming Teacher Educators
Complexities and Challenges of Becoming MTEs
Tensions and Challenges of MTEs’ Pedagogical Practices
MTEs’ Pedagogical Transformation
Theoretical Framework
Methodology
Context and Participants
Data Collection
Data Analysis
Findings
Language Dimension
Cultural Dimension
Sociopolitical Dimension
Discussion, Conclusions and Implications
Conclusions and Implications
Appendices
Appendix A
Sample Interview Questions
Appendix B
Sample Interview Questions
References
Chapter 19: Linguicism in U.S. Higher Education: A Critical Autoethnography
Introduction
Research Objective
Conceptual Framework
Linguicism
Performativity in Language Education
Context of Research
Methodology
Autoethnography as a Research Method
Findings and Discussion
My Language Background
My Experience in U.S. Higher Education
Performing my Identities as a Teacher Educator and Researcher
Conclusion and Implications
References
Chapter 20: Science Teacher Education in Canada: Addressing Diversity by Living and Teaching Intersectionality
Introduction
Who Teaches Our Teachers and What Are they Learning? Diversity in Canadian Higher Education Policy
The Sociocultural Context of Science Education
Theoretical Framework: Viewing Educational Inequities Through the Eyes of Intersectionality
Methodology: Using Intersectionality to Interpret Critical Incidents
Findings and Discussion
Must Some Parts of Me Be Silenced for Others to Thrive?
The Embodied Self Can Signify Hope
Challenging and Confronting Without Uttering a Word
All Educators Need to Engage Authentically with the Work
Conclusions
References
Chapter 21: White College Students’ Cognitive Dissonance When Taught by Immigrant Professor of Color
Background Story
Conceptual Framework
Loosing Balance & Harmony
Restoring Balance & Harmony
Literature Review
Methodology
Research Approach
Context of Study
Participants
Data Sources
Data Analysis
Findings
Discussion and Conclusions
Limitations of the Study
References
Part IV: Ethnic Minority Teachers as a Cultural Mediators
Chapter 22: Kurdish Teachers in Turkey Within the Context of History Education
Introduction
Research Objective
Context of Research
Methodology
Results & Discussion
Relations of Kurdish History Teachers with Students from Majority Culture
Relations of Kurdish History Teachers with Majority Cultural Colleagues and Education Bureaucracy
Conclusions and Implications
References
Chapter 23: “They Respect Me as a Person Who Can Help” Roma Teaching Assistants in the Czech Republic
Introduction
The History and the Present of Roma Teaching Assistants in the Czech Republic
Methodological Note
Findings
Roma Assistants and Their Support in the Education of Socially Disadvantaged Students
Discussion, Conclusions and Implications: ‘They Respect Me as a Person Who Can Help’
References
Chapter 24: South Africa: Desegregated Teaching, Democratic Citizenship Education and Integrating of Ethnic Minority Teachers
Introduction
Schools as Closed Off Spaces
‘Whiteness’ as De-democratization
Methodology: Narrative Inquiry as Disrupting the Centre
Findings
Analysis and Discussion
Conclusions and Implications
References
Chapter 25: “Why Are We Only Learning About White People?” The Role of Identity in the Curricular and Pedagogical Considerations of One Latino Educator
Introduction
Understanding the Identity Development of Minoritized Educators
Methodology
Context
Theoretical Perspective
Data Collection and Analysis
Findings
Language Usage
Hybrid Classroom Discourse
Responsibility to Bridge Curriculum to Students
Discussion
Conclusions and Implications
References
Chapter 26: China: Decolonization and Teaching: An American Professor’s Experience at Yunnan University
Introduction
Objectives
Context
Methodology
Findings and Discussion
Rethinking Curriculum: Qualitative Research Methods Class
Giving Priority to Locally Created Knowledge: The Yunnan Ethnographies
University Beyond the Walls: Field Trip to Kuige
Decolonizing the Mind: Teacher-Researchers at Daguan Kindergarten
Rethinking Instruction: Writing for the Social Sciences Class
The Rationale: Knowledge Production and China
Course Content: Decolonizing Knowledge Production
Pedagogy Tip #1: Experiential Education
Pedagogy Tip #2: Cooperative Learning
Pedagogy Tip #3: Mutual Learning
Teaching and Learning Outside the Classroom
Conclusions and Implications
References
Chapter 27: Finland and Sweden: Muslim Teachers as Cultural Brokers
Introduction
Muslims in European Public Education
Contexts of the Study: Finland and Sweden
Methodology
Findings and Discussion
What Tasks Are Involved in Cultural Brokering?
What Makes a Cultural Broker?
How Do Teachers Perceive Their Role as Cultural Brokers and How Would They Like to See It Evolve in the Future?
Conclusions and Implications
References
Chapter 28: Ethnic Identity as a Cultural Mediator in Teaching: An Autoethnography of a Latinx Teacher
Introduction
Theoretical Framework
Framing My Ethnic Identity in Education
Methodology
Narrative as Inquiry
Narratives
Navigating My Ethnic Identity Growing Up
Spelling Test Blues and White Privilege
The Decision to Become a Teacher
Silencing Ethnicity to Conform to Dominant Culture
Using Latinx Knowledge as a Tool of Resistance in Pedagogy
Discussion, Conclusions and Implications
References
Chapter 29: New Zealand: The Experiences of Māori Teachers as an Ethnic Minority in English-Medium Schools
Introduction
Research Objective
The New Zealand Context
Māori Teachers
Māori Teachers’ Experiences in English-Medium Schools and Centers
Methodology
Participants
Procedure
Findings and Discussion
Conclusions and Implications
Glossary
References
Chapter 30: Transformation or ‘Training the Dog’? Approaches to Access Within an Historically White University in South Africa
Questions of Equity in Faculty Development
Methodological Approach
Findings and Discussion
‘Window-Dressing’: Participants’ Reception of Structural Access
‘Training the Dog’: Participants’ Reception of ‘Access for Success’
‘Chipping Away at the Rock Face’: Participants’ Reception of the Conditions for ‘Access to Challenge’
Conclusions and Implications
References
Chapter 31: Minority Status, Majority Benefits: Stories of Minority Teachers in U.S and What They Bring to the Classroom
Introduction
Minority Teachers in the United States
Methodology
Findings and Discussion
Theme One: Minority Teachers as Role Models
Theme Two: Culturally Responsive Teaching
Awareness and Understanding of What It Is to Be a Minority
Validating and Empowering Students
Conclusion and Implication
References
Conclusions and Implications
References