Diversification of the teaching profession in Europe and beyond: Ambivalences of recognition in the context of (forced) migration

Terhart, Henrike; Rosén, Lisa

doi:10.1177/14749041211072633

Cited by 2 publications

(1 citation statement)

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“…These are based in university teacher education and usually specifically tailored to refugee teachers (Purrmann et al, 2020;Terhart et al, 2020;Wojciechowicz & Vock, 2019). The discourses on qualification programmes for refugee teachers, international teacher migration, minority teachers and the internationalisation of teacher education are now increasingly being brought together, as initial publications show (Terhart & Rosen, 2022;Schmidt & Schneider, 2016).…”

Section: Discussionmentioning

confidence: 99%

Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education

Rosén

Lengyel

2023

To Be a Minority Teacher in a Foreign Culture

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This chapter presents a meta-analysis of studies on ethnic minority (prospective) teachers in Germany and German-speaking countries. Starting with “pioneer studies”, current research trends and research foci from the perspective of intercultural education are elaborated: intersectional perspectives on the professional self-concepts of minority teachers, discrimination and anti-Muslim racism experienced by prospective minority teachers, language and multilingualism as a relevant social category of difference and inequality in the context of (prospective) minority teachers and comparisons between (prospective) minority and majority teachers with a focus on the effects of representation of (prospective) minority teachers. Finally, it is argued that in Germany an inclusive perspective on minority teachers, embracing recently immigrated and refugee teachers, is needed to overcome the ethnicised attributions of professional competence and to focus on the discriminatory structures of the German education system, including teacher education.

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Section: Discussionmentioning

confidence: 99%

Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education

Rosén

Lengyel

2023

To Be a Minority Teacher in a Foreign Culture

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Counter-narrative as method: Researching immigrant teachers differently

Yan,

Bright,

Prosser

2024

Aust. Educ. Res.

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This article addresses the ethical question concerning how educational research helps immigrant teachers gain authority and ownership over their self-understanding and self-becoming. By critically examining prior research and analysing the dominant discourse surrounding this specific group, we highlight the limitations and ethical implications of existing findings. We problematise current methodological approaches ito advocate for the necessity of counter-narratives. By empowering immigrant teachers to ‘author(w)rite’ their own accounts, this form of authorship broadens scholarly discourse, allowing them to pursue self-understanding and assert agency over their narratives. To illustrate our contention, we present our counter-narratives in the form of satirical poetry within boxed texts, highlighting the need to expand and complicate conventional research practices. Through subversive discourse, we emphasise more empowering methodologies in the ethical interpretation and representation of immigrant teacher participants. We suggest that counter-narratives offer an alternative lens through which to examine the lived realities and emotions of immigrant teachers, ultimately enriching scholarly discussions and fostering a more inclusive and nuanced understanding of their humanity.

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Diversification of the teaching profession in Europe and beyond: Ambivalences of recognition in the context of (forced) migration

Cited by 2 publications

References 24 publications

Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education

Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education

Counter-narrative as method: Researching immigrant teachers differently

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