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TABLE OF CONTENTS; FOREWORD; INTRODUCTION: Lessons to be Learned from the International Comparison; DEFINING THE ISSUES; COMMON CONCERNS; OUTCOMES; SECTION 1: OPERATIONALIZING THE DIVERSIFICATION OF THE TEACHING FORCE; 1. THE CULTURAL DIVERSIFICATION OF THE SCOTTISH TEACHING PROFESSION: How Necessary Is It?; INTRODUCTION; THE STUDY: DESIGN AND METHODOLOGY; SCOTTISH STUDENT-TEACHERS: WHITE, SCOTTISH-BORN AND MONOLINGUAL; DISCUSSION; ACKNOWLEDGMENT; NOTES; REFERENCES; 2. BECOMING THE "GOOD TEACHER": Professional Capital Conversion of Internationally Educated Teachers; INTRODUCTION
BOURDIEU, PROFESSIONAL CAPITAL, AND THE "GOOD TEACHER"RESEARCH METHOD AND DATA SOURCES; IETS AND THE PROFESSIONAL CAPITAL OF TEACHERS IN BC; DISCUSSION: CELEBRATION OF DIVERSITY?; CONCLUSION; REFERENCES; 3. ONE STEP FORWARD, TWO STEPS BACK: The Continuing Saga of Black and Minority Ethnic Teacher Recruitment and Retention in England; INTRODUCTION; Setting the Context; INITIATIVES TO IMPROVE THE RECRUITMENT OF BME TEACHERS; WHY RECRUIT BME TEACHERS?; WHY ARE WE STILL CALLING FOR MORE BME TEACHERS? AN ANALYSIS FROM A CRITICAL RACE PERSPECTIVE; THE FUTURE; NOTES; REFERENCES
SECTION 2: THE ROLES OF IDENTITY AND INSTITUTIONS IN DIVERSIFYING THE TEACHING FORCE4. NO DREADS AND SARIS HERE: The Culture of Teacher Education Conformity and the Need for Diverse Representation amongst Teaching Staff; INTRODUCTION; Learning from Teachers Who Have Immigrated to Canada; The Research; Role Models: The Richness of Diversity; Advocating for a Diverse Teaching Force: Contesting Whiteness; CONCLUSION; NOTES; REFERENCES; 5. SELF-EFFICACY OF TEACHERS WITH MIGRANT BACKGROUND IN GERMANY: Handling Linguistic and Cultural Diversity in School; INTRODUCTION
MULTILINGUALISM AND HETEROGENEITY IN THE CLASSROOMRESEARCH DESIGN; Data Collection and Analysis; Participants; RESEARCH RESULTS; Handling Linguistic Diversity; Handling Cultural Diversity; CONCLUDING REMARKS; NOTE; REFERENCES; 6. FOSTERING GLOBALISM: Community Partnership to Grow Your Own Teachers; INTRODUCTION; DESIGN OF THE NEWCOMER ETEP PROGRAM; Program Leadership and Funding; Design of Programs for Culturally and Linguistically Diverse Teachers; CHALLENGES FOR THE NEWCOMER ETEP INTERNS; Passing Standardized Qualification Exams in English; Mentor Teachers; Hiring, Induction, and Promotion
Financial Costs and Sustainability of Grant FundingRESEARCH ON IMPACTS OF CULTURALLY AND LINGUISTICALLY DIVERSE TEACHERS; Professional Development; Connecting with Families; Administrator Cultural Sensitivity; Teacher Identity within Cultural Community
Not Just Linguistic; CONCLUSION; REFERENCES; SECTION 3: RACIALIZATION AND 'OTHERING' OF TRANSNATIONAL TEACHERS AND EDUCATORS OF COLOUR; 7. MUSLIMIZATION
"OTHERING" EXPERIENCES OF STUDENTS IN ACADEMIC TEACHER PROGRAMS; INTRODUCTION; HOW IMMIGRANTS BECAME MUSLIMS; The Year 2000: Turning Point in the Discourse on Migration
BOURDIEU, PROFESSIONAL CAPITAL, AND THE "GOOD TEACHER"RESEARCH METHOD AND DATA SOURCES; IETS AND THE PROFESSIONAL CAPITAL OF TEACHERS IN BC; DISCUSSION: CELEBRATION OF DIVERSITY?; CONCLUSION; REFERENCES; 3. ONE STEP FORWARD, TWO STEPS BACK: The Continuing Saga of Black and Minority Ethnic Teacher Recruitment and Retention in England; INTRODUCTION; Setting the Context; INITIATIVES TO IMPROVE THE RECRUITMENT OF BME TEACHERS; WHY RECRUIT BME TEACHERS?; WHY ARE WE STILL CALLING FOR MORE BME TEACHERS? AN ANALYSIS FROM A CRITICAL RACE PERSPECTIVE; THE FUTURE; NOTES; REFERENCES
SECTION 2: THE ROLES OF IDENTITY AND INSTITUTIONS IN DIVERSIFYING THE TEACHING FORCE4. NO DREADS AND SARIS HERE: The Culture of Teacher Education Conformity and the Need for Diverse Representation amongst Teaching Staff; INTRODUCTION; Learning from Teachers Who Have Immigrated to Canada; The Research; Role Models: The Richness of Diversity; Advocating for a Diverse Teaching Force: Contesting Whiteness; CONCLUSION; NOTES; REFERENCES; 5. SELF-EFFICACY OF TEACHERS WITH MIGRANT BACKGROUND IN GERMANY: Handling Linguistic and Cultural Diversity in School; INTRODUCTION
MULTILINGUALISM AND HETEROGENEITY IN THE CLASSROOMRESEARCH DESIGN; Data Collection and Analysis; Participants; RESEARCH RESULTS; Handling Linguistic Diversity; Handling Cultural Diversity; CONCLUDING REMARKS; NOTE; REFERENCES; 6. FOSTERING GLOBALISM: Community Partnership to Grow Your Own Teachers; INTRODUCTION; DESIGN OF THE NEWCOMER ETEP PROGRAM; Program Leadership and Funding; Design of Programs for Culturally and Linguistically Diverse Teachers; CHALLENGES FOR THE NEWCOMER ETEP INTERNS; Passing Standardized Qualification Exams in English; Mentor Teachers; Hiring, Induction, and Promotion
Financial Costs and Sustainability of Grant FundingRESEARCH ON IMPACTS OF CULTURALLY AND LINGUISTICALLY DIVERSE TEACHERS; Professional Development; Connecting with Families; Administrator Cultural Sensitivity; Teacher Identity within Cultural Community
Not Just Linguistic; CONCLUSION; REFERENCES; SECTION 3: RACIALIZATION AND 'OTHERING' OF TRANSNATIONAL TEACHERS AND EDUCATORS OF COLOUR; 7. MUSLIMIZATION
"OTHERING" EXPERIENCES OF STUDENTS IN ACADEMIC TEACHER PROGRAMS; INTRODUCTION; HOW IMMIGRANTS BECAME MUSLIMS; The Year 2000: Turning Point in the Discourse on Migration