Internationally Educated Female Teachers who have Immigrated to Nova Scotia: A Research/Performance Text

Walsh, Susan; Brigham, Susan M.

doi:10.1177/160940690700600301

Cited by 18 publications

(11 citation statements)

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“…To make this case, I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their home countries. Arts-informed methods have been used in both adult education research (see for example, Brigham, in press;Brigham & Walsh, 2011;Butterwick & Selman, 2002;Clover, 2000;Clover, Stalker & McGauley, 2004;Grace & Wells, 2005;) and teacher education (see for example, Diamond & Mullen, 1999;Fels, 1999;Leitch, 2006;Telles, 2006;Walsh, 2003;Walsh & Brigham, 2007). I propose that both the theory (TL) and the research method (arts-informed) combined and integrated in teacher education programs can enrich veteran and preservice teachers' reflective practices and support a shift in the rational/cognitive and the extrarational/affective domains of their meaning schemes specifically with regard to teacher identity.…”

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confidence: 99%

Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers

Brigham

2011

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Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers

Brigham

2011

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“…The play of skill, high or low, is constrained by other factors such as gender, national origin, race, ethnicity, and knowledge of the official languages" (Mojab, 1999, p. 4). This is the wider frame for analyzing the integration of IETs into the teaching profession in Canada, as argued by Walsh and Brigham (2007b), who state, "the current Canadian labor market in the global context and the ways that immigrant professionals are 'deskilled'… is crucial to understanding the ways that IETs are situated as they seek credential recognition and access to teacher education programs" (p. 9).…”

Section: Diversity and Immigration In Canadamentioning

confidence: 99%

“…Most research on IETs to date has been conducted in Ontario (Chassels, 2010;Cho, 2011;Deters, 2011;Faez, 2010;Phillion, 2003). Less research has been conducted in Manitoba (Schmidt, 2010b;, Nova-Scotia (Walsh & Brigham, 2007b;Walsh et al, 2011), Alberta (Janusch, 2015;People and Research Division, Professional Standards Branch, 2012) or British Colombia (Beynon et al, 2004;Frank, 2013;Magambo, 2009;Rosehart, 2013).…”

Section: Iets In Canadamentioning

confidence: 99%

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From experienced teachers to newcomers to the profession: The capital conversion of internationally educated teachers in Canada

Marom

2019

Teaching and Teacher Education

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My doctoral thesis, titled, "From Experienced Teachers to Newcomers to the Profession: The Capital Conversion of Internationally Educated Teachers in Canada," examines the recertification process of internationally educated teachers (IETs). My main research question is: What conceptions of the "good teacher" are evident in the recertification trajectory of IET participants in this study, and how do these open up or close down spaces for IETs to bring their experiences and voices to bear on reconstructing their professional identity in Canada? I argue that assumptions about good teaching intersect with factors such as race, ethnicity, gender, language, and immigration status. Building on Bourdieu's concept of symbolic capital and its sub-category of professional capital, I explore the conception of the "good teacher" in a recertification program for IETs at the University of British Columbia, and I do so as a way of illustrating the dominant professional capital circulating in teacher education in British Columbia. I argue that, in the field of teacher education, the "good teacher" is a manifestation of a specific form of professional capital, which serves as "local currency" for the field. However, whereas IETs are required to convert their professional capital to the local "currency," successful conversion does not guarantee successful integration into the teaching profession in Canada. One of the concerns that emerged from my dissertation is that teacher education in Canada, in spite of its claim to foster diversity, often becomes a site for social reproduction. Holding unexamined conceptions of the

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“…Briefly, our work has taken the form of arts-informed research with small groups of female internationally educated teachers who share experiences through writing, talk and arts-informed responses (see Brigham and Walsh in press;Brigham 2007a, 2007b). We have also completed a survey of Canadian teacher education programmes in relation to practices relevant to internationally educated teachers (Walsh and Brigham 2008). 8.…”

Section: On Immigrant Esl Teachers In Toronto; Creese Andmentioning

confidence: 99%

Listening to Difference in the Teaching of ‘English’: Insights from Internationally Educated Teachers

Walsh

2008

Changing English

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More than 25 years ago, Ferguson first wrote about 'one of the most significant linguistic phenomena of our time, the incredible spread of English as a global language' (1992, xiii) -an historically unprecedented phenomenon in terms of its scale (see also Fishman 1998). English has the second largest number of mother tongue speakers worldwide; there are also large numbers of people around the globe who speak localised forms of English, speak English as a lingua franca and also learn English as a foreign or additional language. Jenkins (2006) notes that English speakers in the latter three categories 'vastly outnumber' those for whom English is a first language (158-159). 2 In the Canadian context, distinctions among different forms of English are becoming increasingly important. A recent report from Statistics Canada notes that one in five members of the population are now allophones -people who speak neither English nor French as their first language -an increase directly attributable to high numbers of immigrants (Corbeil and Blaser 2007). 3 Of interest to those educators is the fact that only 46% of allophones in the overall population speak English or French at home. Further, the languages listed as mother tongues in Canada (other than English or French) number 200. 4 Thus, more and more people in Canada speak English only in particular contexts and for particular purposes. Clearly, Canadian demographics are changing -and with them, the composition of the student population in our classrooms.The overall purpose of this paper is to consider what the teaching of English as a subject in Canadian schools might entail in the context of changing demographics and the various forms of English currently spoken in the country. How do we as teachers and teacher educators in the twenty-first century question what 'English' means, even as we teach (in/through) it? How do we realise the political work we do with language and listen to difference? As a distinct subject in schools, English has a relatively short history -and one in which particular (so-called standard) forms of the language have been crucial in positioning people in relation to one another in terms of power and privilege. In the nineteenth century, the study of English literature emerged in the British colonial education system of India -a context that says much about how it was intended to 'civilise' people though language and culture -and an educational initiative that was later applied to the working classes of Britain (Willinsky 2000). English as a single unified subject (i.e. one that brought together the previously separate strands of literature, composition and language) emerged in the 1920s along with the view that English was intended to do more than ensure that the language remained 'healthy'; it was also a means through which the moral and *

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Internationally Educated Female Teachers who have Immigrated to Nova Scotia: A Research/Performance Text

Cited by 18 publications

References 19 publications

Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers

Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers

From experienced teachers to newcomers to the profession: The capital conversion of internationally educated teachers in Canada

Listening to Difference in the Teaching of ‘English’: Insights from Internationally Educated Teachers

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