Overview
- Examines integration into a foreign culture as a significant challenge faced by educational systems
- Emphasizes the unique cultural and political characteristics of various societies in the global world
- Presents the opportunities awaiting minority teachers in majoritarian educational settings
- This book is open access, which means that you have free and unlimited access
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Table of contents (32 chapters)
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Front Matter
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Immigrant and Immigrant Origin Teachers as Unrepresented Groups
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Front Matter
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Migrant and Indigenous Teachers as Minorities in Bilingual and Multilingual Schools
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Front Matter
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Journeys and Identities of International Minority Teacher Educators
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Front Matter
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Keywords
- multiculturalism in education
- multilingual education
- migrant teachers
- international mobility in teaching
- immigrant-origin teachers
- teacher training
- identity and education
- Ethiopian and Russian origin teachers in Israeli shools
- inclusive school development by immigrant teachers
- Kurdish teachers in Turkey
- desegregated teaching in South Africa
- ethnic minority English teachers of color
- Maory teachers in English-medium schools
- bilingual education
- Multicultural Education
- Open Access
About this book
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?.
Editors and Affiliations
About the editors
Mary Gutman is researcher and teacher educator at the department of Early Childhood Education and the program of Educational Policy and Management. She serves as a head of the research authority at Efrata College of Education in Jerusalem, Israel. Gutman is a graduate of the excellence programs of P.Hd studies (President's Scholarship Program, Bar Ilan University) and the Postdoctoral Program (Mofet Institute). Her research interests refer to multiculturalism in teaching and teacher education, educational policy and management, minority-majority relationships and immigration in educational contexts. In recent years she has published dozens of articles in leading international journals and won a number of competitive research scholarships and grants.
Wurud Jayusi is a Head of the Arab Academic Institute and a former director of the Center for the Advancement of Shared Society (Beit Berl College, Israel). Her main research interests focus on peaceeducation, multicultural and multiethnic education, and minority-majority relations in the education system, and cross-cultural teaching. Jayusi has published multiple papers in leading academic journals and presented her studies in international conferences.
Michael Beck is a lecturer and director of the Institute "Education and Society" at the University of St. Gallen for Teacher Training, Switzerland. He holds a PhD in Educational Sociology from the University of Bern, Switzerland. His main interest is diversity with a focus on migration and socio-economic status in the areas of social mobility, educational inequality, political participation and teacher training. He is a member of the "Education and Migration" working group at Swiss universities.
Zvi Bekerman teaches anthropology of education at the School of Education, Hebrew University of Jerusalem, and is a faculty member at the Mandel Leadership Institute in Jerusalem. He is also an Associate Fellow at The Harry S. Truman Research Institute for The Advancement of Peace. His main interests are in the study of cultural, ethnic and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts. In addition to publishing multiple papers in a variety of academic journals, Bekerman is the founding editor of the 'Diaspora, Indigenous, and Minority Education' academic journal.
Bibliographic Information
Book Title: To Be a Minority Teacher in a Foreign Culture
Book Subtitle: Empirical Evidence from an International Perspective
Editors: Mary Gutman, Wurud Jayusi, Michael Beck, Zvi Bekerman
DOI: https://doi.org/10.1007/978-3-031-25584-7
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2023
Hardcover ISBN: 978-3-031-25583-0Published: 26 April 2023
Softcover ISBN: 978-3-031-25586-1Published: 26 April 2023
eBook ISBN: 978-3-031-25584-7Published: 25 April 2023
Edition Number: 1
Number of Pages: VIII, 509
Number of Illustrations: 1 b/w illustrations
Topics: Sociology of Education, Teaching and Teacher Education, Educational Policy and Politics, International and Comparative Education