Making of Teachers in the Age of Migration

Sabine Krause is Professor of Educational Science at the University of Innsbruck, Austria.Michelle Proyer is TT Professor of Inclusive Education at the University of Vienna, Austria.Gertraud Kremsner is Professor of Heterogeneity and Inclusion at the University of Koblenz, Germany.

There is no doubt that “The Making of Teachers in the Age of Migration” represents a timely scholarly contribution as the global community grapples with the realities in the post-pandemic world of forced migration, armed, climate and geopolitical crises. The chapters, each in their own right, and also collectively, unpack the quintessential elements of being a teacher in its most basic nature, unmasked by the realities of the teacher as an in situ migrant. In my view this publication will become an important reference point for the global community as we grapple with notions of teacher identity, teacher professionalisation and the international recognition of teacher qualifications in the period ahead.

• Thinning the Thickets – An Introduction, Michelle Proyer (University of Vienna, Austria), Sabine Krause (University of Innsbruck, Austria) and Gertraud Kremsner (University of Leipzig, Germany)Part I: Theoretical Approaches to the Making of a Teacher1. On Being a Teacher: How to Respond to the Global Construction of Teachers and their Teaching? , Gert Biesta (Maynooth University, Ireland)2. Being Prepared for Diverse Classrooms: Boundaries of Professional Devices and the Dangers of Inclusive Teaching, Ayse Yolcu (Hacettepe University Ankara, Turkey)3. Mobility and Education, Susanne Ress (Otto-Friedrich-Universität Bamberg, Germany)4. Shared (Hi)Stories of (Invisible) Living in the In-Between? Experiences of and Perspectives on Being, Becoming, and Remaining a Teacher in Austria, Tina Obermayr (University of Vienna, Austria) and Marie-Claire Sowinetz (University of Vienna, Austria)Part II: International Perspectives on (Local) Politics of Education5. Pedagogy and Research Cooperations in the Neoliberal Politics of Speed: Reflections For Critical Pedagogical Professionalization in Neoliberal Migration Societies, Nadja Thoma (University of Vienna, Austria)6. Unravelling the Nuanced Experiences of Multilingual Internationally Educated Teachers In Bridging Programmes: A Focus on Language, Clea Schmidt (University of Manitoba, Canada), Henrike Terhart (Universität zu Köln, Germany), Rory Mc Daid (Marino Institute of Education, Ireland) and Michelle Proyer (University of Vienna, Austria)7. Career Jumpers on Their Way to Teacher Professionalism – Challenges and Opportunities Based on Different Working Backgrounds, Inka Engel (University of Koblenz-Landau, Germany) and Miriam Voigt (University of Koblenz-Landau, Germany)8. The Colleague-Outsider Conundrum: the Case of Zimbabwean Migrant Teachers in South African Classrooms, Kudzayi Savious Tarisayi (Stellenbosch University, South Africa)9. Heroic Teachers? Understanding the Choices and Strategies of Teachers in a Context in Flux, Ritesh Sha (The University of Auckland, New Zealand)Part III: Critical Reframing in an Age of Migration10. Migrant Teachers Filling the Gap: Required but not Revered, Sadhana Manik (University of KwaZulu-Natal, South Africa)11. The Subtle Work of Whiteness in Canadian Teacher Education, Lilach Marom (Kwantlen Polytechnic University, Canada)12. A Two-Tiered System of Teacher Preparation, Kerry Kretchmar (Carroll University, USA)13. Teacher Migration and Education in the (Post-) Colonial Context: Lessons from the Global South, Philipp Knobloch (Technical University Dortmund, Germany)14. Reframing the Teacher in an Age of Migration: Concluding Thoughts Sabine Krause (University of Innsbruck, Austria), Michelle Proyer (University of Vienna, Austria) and Gertraud Kremsner (University of Leipzig, Germany)Index