Skip to main content
SpringerLink
Log in
Book cover

Diversifying the Teaching Force in Transnational Contexts pp 45–57Cite as

No Dreads and Saris Here

The Culture of Teacher Education Conformity and the Need for Diverse Representation amongst Teaching Staff

  • Chapter

Part of the book series: Transnational Migration and Education ((TMAE))

Abstract

Canada, and in particular the province of Ontario, attracts a high number of immigrants every year. In 2011, 20.6% of the Canadian population, or 1 in 5, were foreignborn (Stats Can, 2014). In terms of Ontario, 53% of the population are immigrants. With so much of the population having immigrated to Ontario one might expect to see a greater representation of migrant and ethnic minority backgrounds amongst the teacher workforce. Unfortunately, that is not the case.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Bogdan, R., & Biklen, S. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed.). Toronto, ON: Allyn & Bacon.

    Google Scholar 

  • Briskin, L. (1998). Negotiating power in the classroom: The example of group work. Canadian Women’s Studies, 17(4), 23–28.

    Google Scholar 

  • Brown, L. (2014). Toronto school board sets higher improvement targets for students based on race, sexual orientation. The Toronto Star. Retrieved July 20, 2015, from http://www.thestar.com/news/gta/2014/10/05/toronto_school_board_sets_higher_improvement_targets_for_students_based_on_race_sexual_orientation.html

  • Chassels, C. (2010). Participation of internationally-educated professionals in an initial teacher education bachelor of education degree program: Challenges and supports. Retrieved from http://umanitoba.ca/publications/cjeap/articles/iet-toc.html

    Google Scholar 

  • Cho, C. (2010). “Qualifying” as Teacher: Immigrant Teacher Candidates’ Counter-Stories. Canadian Journal of Educational Administration and Policy: Special Issue Educational Policy and Internationally Educated Teachers (IETs), 100, 1–31. Retrieved from http://www.umanitoba.ca/publications/cjeap/

  • Cho, C. (2013). Performing the innocent stranger: Exploring immigrant identities and education (C. Broom, Ed.). Citizenship Education Research Network (CERN) Collection 2012, 76–89.

    Google Scholar 

  • Cho, C. (2014). “How Do I Get In?”: Exploring the under-employment of immigrant teachers in Canada. In C. Brewer & M. McCabe (Eds.), Immigrant and refugee families in Canadian schools (pp. 261–272). Edmonton, AB: Brush Education Inc.

    Google Scholar 

  • Drever, A. I., & Hoffmeister, O. (2008). Immigrants and social networks in a job-scarce environment: The case of Germany1. International Migration Review, 42(2), 425–448.

    Article  Google Scholar 

  • Frank, K. (2013). Immigrant employment success in Canada: Examining the rate of obtaining a job match. International Migration Review, 47(1), 76–105.

    Article  Google Scholar 

  • Guo, S. (2009). Difference, deficiency, and devaluation: Tracing the roots of non-recogntion of foreign credentials for immigrant professionals in Canada. The Canadian Journal for the Study of Adult Education, 22(1), 37–52.

    Google Scholar 

  • Joshee, R. (2004). Citizenship and multicultural education in Canada: From assimiliation to social cohesion. In J. Banks (Ed.), Diversity and citizenship education: Global perspectives (pp. 127–156). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Lindsey, R. B., Robins, K. N., & Terrell, R. D. (2003). Cultural proficiency: A manual for school leaders. Thousand Oaks, CA: Corwin Press Inc.

    Google Scholar 

  • Lippi-Green, R. (1997). English with an accent: Language, ideology, and discrimination, in the United States. New York, NY: Routledge.

    Google Scholar 

  • McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, 49, 31–36.

    Google Scholar 

  • McIntyre, A. (1997). Making meaning of whiteness: Exploring racial identity with White teachers. Albany, NY: SUNY Press.

    Google Scholar 

  • Milner, H. R. (2010). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 61(1–2), 118–131.

    Article  Google Scholar 

  • Moore, A. (2004). The good teacher: Dominant discourses in teaching and teacher education. London: RoutledgeFalmer.

    Book  Google Scholar 

  • Mullard, C. (1982). Multiracial education in Britain: From assimilation to cultural pluralism. In J. Tierney (Ed.), Race, migration and schooling (pp. 120–133). London: Holt, Reinhart and Winston.

    Google Scholar 

  • Ontario College of Teachers. (2013). Transition to teaching. OCT. Retrieved January 2015, from http://www.oct.ca/-/media/PDF/Transition%20to%20Teaching%202013/EN/TransitionToTeaching2013.pdf

  • Ontario College of Teachers. (2014). Transition to teaching. Toronto: OCT. Retrieved March 13, 2015, from http://www.oct.ca/-/media/PDF/Transition%20to%20Teaching%202014/EN/Main_report_eng.pdf

  • Pendakur, K., & Pendakur, R. (2011). Color by numbers: Minority earnings in Canada 1995–2005. Journal of International Migration and Integration, 12(3), 305–329.

    Google Scholar 

  • People for Education. (2011). Support for newcomer students. Retrieved July 10, 2014, from http://www.peopleforeducation.ca/wp-content/uploads/2011/07/Support-for-New-Comers-2011.pdf

  • Picower, B. (2009). The unexamined whiteness of teaching: How White teachers maintain and enact dominant racial ideologies. Race, Ethnicity and Education, 12(2), 197–215.

    Article  Google Scholar 

  • Pollack, K. (2006). Internationally trained teachers. Retrieved September 2008, from http://www.wallnetwork.ca/resources/Pollock_Internationally_Trained_Teachers_WALL2006.pdf

    Google Scholar 

  • Reitz, J. G. (2001). Immigrant skill utilization in the Canadian labour market: Implications of human capital research. Journal of International Migration and Integration/Revue de l’integration et de la migration internationale, 2(3), 347–378.

    Article  Google Scholar 

  • Reitz, J. G. (2013). Closing the gaps between skilled immigration and Canadian labor markets: Emerging policy issues and priorities. In Wanted and welcome? (pp. 147–163). New York, NY: Springer.

    Chapter  Google Scholar 

  • Ryan, J., Pollock, K., & Antonelli, F. (2009). Leaky pipelines, bottlenecks, and glas ceilings. Canadian Journal of Education, 32(3), 591–617.

    Google Scholar 

  • Scott, M. (1997). Untitled. In H. Palmer (Ed.), “…but where are you really from?” Stories of identity and assimilation in Canada (p. 24). Toronto, ON: Sister Vision Black Women and Women of Colour Press.

    Google Scholar 

  • Sleeter, C. (1992). Resisting racial awareness: How teachers understand the social order from their racial, gender, and class locations. Educational Foundations, 6(2), 7–31.

    Google Scholar 

  • Sleeter, C. (1993). How White teachers construct race. In W. Crichlow & C. McCarthy (Eds.), Race, identity, and representation in education (pp. 157–171). New York, NY: Routledge.

    Google Scholar 

  • Statisics Canada. (2014). Immigration and ethnocultural diversity in Canada. Retrieved October 7, 2014, from http://www12.statcan.gc.ca/nhs-enm/2011/as-sa/99-010-x/99-010-x2011001-eng.cfm

    Google Scholar 

  • Thompson, A. (2003). Tiffany, friend of people of color: White investments in antiracism. Qualitative Studies in Education, 16(1), 7–29.

    Article  Google Scholar 

  • Valtonen, K. (2001). Cracking monopoly: Immigrants and employment in Finland. Journal of Ethnic and Migration Studies, 27(3), 421–438.

    Article  Google Scholar 

  • Weeden, K. A. (2002). Why do some occupations pay more than others? Social closure and earnings inequality in the United States. American Journal of Sociology, 108(1), 55–101.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Schulich School of Education, Nipissing University, Canada

    Christine L. Cho

Authors
  1. Christine L. Cho
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Manitoba, Canada

    Clea Schmidt

  2. University of Osnabrück, Germany

    Jens Schneider

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Cho, C.L. (2016). No Dreads and Saris Here. In: Schmidt, C., Schneider, J. (eds) Diversifying the Teaching Force in Transnational Contexts. Transnational Migration and Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-663-7_4

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-663-7_4

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-663-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation