Fostering Interethnic Collaboration and Addressing Discrimination in Immigrant-Receiving Schools...
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Fostering Interethnic Collaboration and Addressing Discrimination in Immigrant-Receiving Schools International Metropolis Conference September 13, 2011
Fostering Interethnic Collaboration and Addressing
Discrimination in Immigrant-Receiving Schools International
Metropolis Conference September 13, 2011
Slide 2
Purpose of Session Within frameworks of social justice in
education, this session highlights programming, research, and
policies to challenge discrimination against
migrant/immigrant/refugee communities and other minority groups in
schools in Europe and Canada.
Slide 3
Some guiding questions What are some ways of supporting
educational equity agendas in anti-discriminatory programming and
policies while maintaining quality? How can discrimination (e.g.,
peer-to-peer, minority teachers) be addressed openly and
effectively? What experiences and supports exist for teachers and
students in culturally, ethnically, linguistically,
socioeconomically, and religiously diverse schools? How can
students and teachers voices be represented in discussions of
diversity? How can discriminatory policies and practices be
challenged?
Slide 4
Diversifying the Teaching Profession as a Strategy for
Ethnocultural Equity in Education Dr. Clea Schmidt Faculty of
Education University of Manitoba Canada
Slide 5
Slide 6
Action Plan for Ethnocultural Equity released in 2006 by
Manitoba Education developed in consultation with school division
teams, partner organizations and community groups, teacher and
learner groups, and written submissions from education stakeholders
twenty-eight page document contains nineteen actions organized into
five categories: Building Capacity to Respond to the Needs of
Diverse Learners Engaging Parents, Students, and Educators
Resources for Building Inclusive Schools and Classrooms Policy
Renewal and New Guidelines Enhancing Teacher Diversity
Slide 7
Racism continues to limit students opportunities for success:
Participants clearly expressed the fact that everyday racism, and
individual and systemic forms of racism continue to limit many
students opportunities for success. It is impossible for students
to feel that they belong and experience a welcoming learning
environment when racism is a daily experience. (p. 1)
Slide 8
The need to build a more inclusive and representative teacher
force was a common theme at virtually every consultation session.
While some acknowledged that there were increased numbers of
educators of diverse backgrounds working as teachers and in other
related roles, most participants expressed the view that teachers
and administrators do not reflect the rich diversity of peoples and
cultures that are present in our communities. While perspectives
differed on what was needed to address the situation, generally,
participants supported enhanced efforts in this area. Some
participants called for the extension of government employment
equity policies to school boards and funded independent schools,
and an affirmative action plan and policy that prepares cultural
minorities for success in the workplace when hired. (p. 23)
Slide 9
Other participants drew parallels with the need to build more
welcoming school climates. They argued that faculties of education
need to provide a positive, supportive environment for those who
are recruited from under- represented groups for effective
participation and success in the teaching profession. (p. 24)
Slide 10
Research with Internationally Educated Teachers (IETs) in
Manitoba 2006-2011 4 studies drawing on critical qualitative
research methods have examined in depth the experiences of IETs as
they re-certify, participate in bridging programs, and attempt to
enter the teaching profession
Slide 11
Guiding Questions Why is it important to have a teaching force
that represents and reflects the cultural and linguistic diversity
of student populations in schools? What are some of the challenges
to integrating internationally educated teachers and how can these
challenges be addressed? 11
Slide 12
Findings Merit in the arguments for IETs as role models and
cultural/linguistic liaisons Discrimination in hiring practices a
major obstacle to IET integration Need to prioritize strategic
hiring of diverse staff through policies and practices
Mentoring/bridging supports essential; must include systemic
advocacy and partnerships in the field
Slide 13
Moving Forward in Supporting Immigrant Teachers Our experience
running small cohorts at the U of M has been highly successful
Offer both a bridging program for re- certifying IETs and a
mentorship program for certified IETs Work closely with the field
to shift hiring practices Active research agenda After three
cohorts, 75% employment rate Sustainable funding????? 13
Slide 14
Acknowledgments Prairie Metropolis Centre University of
Manitoba Research Grants Program Social Sciences and Humanities
Research Council of Canada IET students, staff, and supporters