Re-imagining Credentialing: Equity and Advocacy for Internationally Educated Teachers in Canada

• In Event: Teacher Education from a Global Perspective: Learning from Home and Abroad

Abstract

This study investigates the systemic barriers faced by internationally educated teachers (IETs) in the credentialing process, with a focus on the experiences of racialized individuals in Saskatchewan, Canada. Despite their valuable contributions, IETs often encounter challenges rooted in systemic racism and implicit bias, limiting their professional recognition and employment access. Using a mixed-methods approach grounded in anti-racist theory, the research draws on surveys and interviews with IETs, anti-racist advocates, and credentialing authorities. The study identifies advocacy strategies and recommends reforms to promote equitable credentialing practices. Findings offer critical insights for policymakers and educational institutions, emphasizing the importance of anti-racist leadership in addressing discriminatory practices in credentialing, hiring, and retention, and fostering a more inclusive and just educational system.

Author

• Ayodeji Tolulope Osiname, University of Saskatchewan