编辑:欧洲及其他地区教学职业的多样化。(被迫)移民背景下的矛盾认知

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Henrike Terhart, Lisa Rosen
{"title":"编辑:欧洲及其他地区教学职业的多样化。(被迫)移民背景下的矛盾认知","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":"{\"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}","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

摘要

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。本期特刊的重点是国家学校系统对国际教师和有家庭移徙史的教师的情况的矛盾承认结构。解决这些教师在各自社会中的移民话语和结构性障碍的经历,而不将他们视为“其他”教师,是教师职业与移民交织的核心。首先,教师多元化的主题被介绍为一个政策问题,在欧洲层面以及在欧洲国家的国家层面。其次,承认是一个矛盾的理论概念。第三,我们用这一视角来指出在本期特刊中来自澳大利亚、奥地利、德国、爱尔兰、瑞典和瑞士的研究中可见的对移民教师的矛盾认识维度:对国际教师专业证书和经验的正式(非)承认,社会承认和错误承认,以及在移民研究背景下作为一种(强有力的)学科构成实践的承认。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Editorial: The diversification of the teaching profession in Europe and beyond. Ambivalences of recognition in the context of (forced) migration
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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
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)
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信