Fostering globalism: Community partnerships to grow your own teachers
Chapter in Diversifying the Teaching Force in Transnational Contexts Critical Perspectives, edited by Clea Schmidt & Jens Schneider.
Diversifying the teaching force has become a priority in many migrant-receiving jurisdictions worldwide with the growing mismatch between the ethnic backgrounds, cultures, languages, and religions of teachers and those of students and families. Arguments for diversification tend to be couched in terms of disproportionate representation and students from minority backgrounds needing positive role models, yet research identifies other compelling reasons for diversification, including the fact that teachers of migrant backgrounds often possess outstanding qualifications when multilingualism and internationally obtained education and experience are taken into account, and the fact that all students, including majority-background students, benefit from a diversity of role models in schools. Nevertheless, the process of diversification is fraught with complexity. Depending on the context, systemic discrimination, an oversupply of teachers in the profession generally, and outdated hiring policies and practices can all impede efforts to diversify the teaching force.This volume comprises original research from Canada, the U.S., Germany, Ireland, Scotland, and England that problematizes issues of diversifying the teaching force and identifies promising practices. A foreword written by Charlene Bearhead of the National Centre for Truth and Reconciliation questions the very purpose of education in and for diverse societies. An introduction written by the editors defines key concepts and establishes a rationale for diversifying the teaching force in migrant-receiving contexts. Following this, key international scholars offer empirical perspectives using a range of methodologies and theories rooted in critical social science paradigms. The volume informs future research, programming, and policy development in this area." Chapter description: A culturally and linguistically diverse (CLD) teaching and leadership force has the potential to strengthen education for all students by fostering multilingual, global perspectives in increasingly diverse intercultural settings. The call to prepare students to be global citizens who are multilingual and cross culturally aware has been made by multiple groups in the United States, including Asia Society’s International School Study Network, Standards for 21st Century Learning, and International Baccalaureate.
Rotterdam, The Netherlands
English Language Learner, Grant Funding, Teacher Preparation Program, Mentor Teacher, Teacher Certification
Ross, F. & Ahmed, A. (2016). Fostering globalism: Community partnerships to grow your own teachers. In C. Schmidt, & J. Schneider (Eds.), Diversifying the Teaching Force in Transnational Contexts (pp. 73-86). Rotterdam, The Netherlands: Sense Publishers.