Summary:

The article of Smyth et al. (2010) presents theoretical discourses connected with current empirical material conducted with a participatory approach within the scope of the RITeS (Refugees Into Teaching in Scotland) project. The data that is mentioned in the article is based on the analysis of interviews with 23 refugee teachers in Scotland (research conducted between 2006 and 2008). Research shows the process of registering with the General Teaching Council for Scotland (GTCS) – a registration, which is needed in order to teach in Scotland – as immensely difficult and encompassed with barriers on a personal, cultural, institutional and structural level. Discourses and fitting material around integration, professionalism, social capital, habitus and discrimination are topic of discussion. On the basis of a critical approach, it becomes apparent that refugee teachers encounter discriminatory practices and that these not only make the process of integration more difficult, but also have a negative impact on teachers´ self-belief and (professional) identity. Moreover Smyth et al. define the loss of professional status and the phenomenon of deprofessionalisation as a risk of a long unability to work as a teacher. The article concludes with statements about deprofessionalisation and reprofessionalisation.

Language: English