{"title":"Editorial: The diversification of the teaching profession in Europe and beyond. Ambivalences of recognition in the context of (forced) migration","authors":"Henrike Terhart, Lisa Rosen","doi":"10.1177/14749041221078139","DOIUrl":null,"url":null,"abstract":"The topic of teacher diversification relating to migration has come to the fore in recent years in many European countries and beyond. This Special Issue focuses on the ambivalent structures of recognition in national school systems regarding the situation of international teachers on the one side, as well as teachers with a family migration history on the other. Addressing these teachers’ experiences of migration discourses and structural barriers in the respective societies, without framing them as ‘the other’ teachers, is central to the intertwining of the teaching profession and migration. First, the topic of teacher diversification is introduced as a policy issue on a European level as well as on a national level in European countries. Second, recognition as an ambivalent theoretical concept is presented. Third, we use this perspective to point out dimensions of ambivalence of recognition for migrant teachers that become visible in the research presented in this Special Issue from Australia, Austria, Germany, Ireland, Sweden and Switzerland: formal (non-)recognition of professional certificates and experiences of international teachers, social recognition and misrecognition as well as recognition as a (powerful) practice of subject constitution in the context of migration research.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":2.4000,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/14749041221078139","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The topic of teacher diversification relating to migration has come to the fore in recent years in many European countries and beyond. This Special Issue focuses on the ambivalent structures of recognition in national school systems regarding the situation of international teachers on the one side, as well as teachers with a family migration history on the other. Addressing these teachers’ experiences of migration discourses and structural barriers in the respective societies, without framing them as ‘the other’ teachers, is central to the intertwining of the teaching profession and migration. First, the topic of teacher diversification is introduced as a policy issue on a European level as well as on a national level in European countries. Second, recognition as an ambivalent theoretical concept is presented. Third, we use this perspective to point out dimensions of ambivalence of recognition for migrant teachers that become visible in the research presented in this Special Issue from Australia, Austria, Germany, Ireland, Sweden and Switzerland: formal (non-)recognition of professional certificates and experiences of international teachers, social recognition and misrecognition as well as recognition as a (powerful) practice of subject constitution in the context of migration research.
期刊介绍:
The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)