Immigrant Teachers, Canadian Multiculturalism, and the Notions of the “Good Teacher”: A Multiple-Case Study of Recertification Programs in Metro Vancouver

• In Event: Race and Ethnicity Issues: Asian, Canadian, and American Perspectives

Abstract

This study examines the recertification process of internationally educated teachers (IETs) in the contradictory space of Canadian multiculturalism. IETs have to be recertified in order to be able to teach in Canada; however, critics point out that teacher education programs have not been flexible enough to face the challenge of their integration (Phillion, 2003; Walsh & Brigham, 2007). In BC only two teacher education programs offer a track for IETs. By focusing on the ideas of the “good teacher” in these programs, I unfold the dominant cultural capital (Bourdieu, 1997) in teacher education as it intersects with Canada’s declared multiculturalism.

Author

• Lilach Marom, The University of British Columbia