Migrant Teachers of Color in U.S. Schools: A Review of Literature

• In Event: Crossing Borders: Immigrant, Migrant, and Transnational Teacher Identities

Abstract

This paper reviews the literature examining the identities, experiences, and pedagogical practices of migrant teachers of Color (MTOCs) in U.S. PK-12 schools. Amid efforts to diversify the teaching workforce, this review aims to deepen understanding of how transnational migration contexts shape identities, experiences, and teaching practices of teachers of Color in the U.S. Building upon scholarship on Teachers of Color and Indigenous Teachers and migrant teachers, findings reveal third spaces beyond the double bind, highlighting experiential and structural challenges and sources of possibility within lived experiences, cultural wealth, and agentic pedagogies of MTOCs. It calls for expanded efforts to support their vital contributions in increasingly diverse U.S. educational landscapes.

Author

• Seungwoo Hwang, Michigan State University