Diversification of the teaching profession in Europe and beyond: Ambivalences of recognition in the context of (forced) migration

IF 2.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Educational Research Journal Pub Date : 2022-02-15 DOI:10.1177/14749041211072633

Henrike Terhart, Lisa Rosen

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Abstract

The topic of teacher diversification relating to migration has come to the fore in recent years in many European countries and beyond. Despite the support of a diverse teaching force by different stakeholders on a national and European level, a critical discourse explores the problematic implications of political aspirations associated with the recruitment of migrant teachers: in their introduction to the pan-European anthology Diversifying the Teaching Force in Transnational Contexts, Schmidt and Schneider (2016) emphasise that the minority or ethnic or linguistic backgrounds of the teachers should not become the main criterion for recruiting them, because most teachers do not want to be hired (primarily) on this basis, but rather for their professional qualifications (p. xii). In this context, it is not only the othering processes (Said, 1978; Spivak, 1985) of teachers that need to be seen critically, but also the homogenisation of teachers’ (professional) perspectives, experiences and interests, which are very diverse – not only in relation to the teachers’ own migration experiences and those of their families. In addition to the aforementioned attribution dynamics, if political aspirations are realisable, the respective national migration policies must also be taken into account. Regarding teachers that wish to return to the teaching profession after migration – hereafter named international teachers1 – the question of formal recognition of the (EU and nonEU) foreign qualifications is of central importance to be able to work as a teacher again. Besides the formal national prerequisites, the image of oneself and others of what a ‘typical teacher’ in a country should be, look and sound like are a major factor in the (discriminatory) experience of teachers in the respective school system. 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

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欧洲及其他地区教师职业的多样化：（被迫）移民背景下承认的歧义

近年来，在许多欧洲国家和其他国家，与移徙有关的教师多样化问题已成为突出问题。尽管在国家和欧洲层面上，不同的利益相关者支持多样化的教学力量，但一篇批评性的论述探讨了与招聘移民教师相关的政治愿望的问题含义:施密特和施耐德(2016)在其泛欧选集《跨国背景下教学力量多元化》的介绍中强调，教师的少数民族或民族或语言背景不应成为招聘教师的主要标准，因为大多数教师不希望(主要)基于此被聘用，而是希望获得专业资格(第12页)。在这种情况下，不仅仅是其他过程(Said, 1978;斯皮瓦克(Spivak, 1985)的观点需要被批判性地看待，而且教师(专业)观点、经验和兴趣的同质化也需要被批判性地看待，这些观点、经验和兴趣是非常多样化的——不仅与教师自己的移民经历和他们家庭的移民经历有关。除了上述归因因素外，如果要实现政治愿望，还必须考虑到各国的移徙政策。对于那些希望在移民后重返教学行业的教师——以下称为国际教师1——正式承认(欧盟和非欧盟)外国资格的问题对于能够再次担任教师至关重要。除了正式的国家先决条件外，一个国家的“典型教师”应该是什么样的形象，看起来和听起来是教师在各自学校系统中(歧视性)经历的主要因素。本期特刊的重点是国家学校系统中关于国际教师的情况的矛盾的承认结构，以及教师的情况

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来源期刊

European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.30

自引率

10.50%

发文量

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)