Teachers with so-called migration background and the question of recognition: Experiences of fragility and hidden pedagogical potentials

Cortez Deacetis

Introduction In Switzerland, it has for a long time been very uncommon to find teachers with a family origin beyond national borders (Mantel, 2017). However, with increasing mobility and migration during the last decades – particularly within Europe – the number of teachers with so-called migration background has grown. Currently, […]

The complexity of professional integration: An investigation of newly arrived teachers’ initial process of establishing themselves as teachers in Sweden

Cortez Deacetis

Introduction Currently, the labour integration of newly arrived immigrants is given high priority in countries throughout Europe hosting large numbers of refugees and asylum seekers. The unexpectedly large numbers of refugees, primarily from Syria, arrived in 2015 prompting host countries to establish labour integration measures for those that were granted […]

‘First and foremost, we are teachers, not refugees’: Requalification measures for internationally trained teachers affected by forced migration

Cortez Deacetis

Introduction Internationally trained teachers with a forced migration background, who wish to continue their profession in Austria, experience formal barriers due to the requirement that they study (and teach) two subjects in secondary I and II. In most other countries, teachers need to prove only one subject – and even […]

Ideal teachers according to TALIS: Societal orientations of education and the global diagnosis of teacher self-efficacy

Cortez Deacetis

Literature review Education governance, the OECD and teacher professionalism Modern globalization is viewed as an extension of the neoliberal economic agenda (McLellan, 2005). In the neoliberal agenda, education is seen as an asset that secures future work opportunities on the individual level and competitiveness in an emerging global market on […]