Summary:

The starting point of the paper by Walsh et al. is a conclusion of empirical findings of experiences and challenges accessing the profession in a new country (p. 659). The boundaries summariesed are non-recognition of education and work experience; lack of proficiency in the national/official language(s); lack of understanding of the culture of the communities; lack of familiarity with the diverse student populace; social and professional exclusion; negative stereotyping, discrimination; racism by colleagues and administration: lack of institutional support; vulnerability and insecurity in their appearance; forced assimilation (anti-immigration laws); domestic responsibilities and financial difficulties; coping with their new minority status in the receiving country. Walsh et al. criticise that these structural social inequalities internationally educated teachers have to face on their way back into the teaching profession are ignored within a neoliberal context. The authors emphasise that when looking at the situation of international educated female teachers the danger of deskilling is taking place in a gendered and racialized way. Such structural disadvantage, barriers and obstacles regarding the certification process makes the participants feel exhausted, disheartened, angry, and powerless.

Language: English