Contradicting Trajectories of Diversity and Exclusion in Policies Related to Internationally Educated Teachers in British Columbia

By Lilach Marom.

Published by The International Journal of Interdisciplinary Civic and Political Studies

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This article examines the contradictory space of Canadian multiculturalism through the examination of provincial policies relating to immigrant teachers (commonly referred to as internationally educated teachers – IETs) in British Columbia. Whereas language of diversity is prevalent in educational policies regarding K-12 students, the concrete challenge of diversifying the teaching force still persists, as bureaucratic procedures pose barriers to the integration of IETs. The author uses critical discourse analysis of key educational policies and regulations in British Columbia to demonstrate this discrepancy.

Keywords: Internationally Educated Teachers, Educational policies, Neoliberalism

The International Journal of Interdisciplinary Civic and Political Studies, Volume 10, Issue 2, June 2015, pp.1-12. Article: Print (Spiral Bound). Article: Electronic (PDF File; 568.063KB).

Lilach Marom

Ph.D Student, Department of Educational Studies, University of British Columbia, Vancouver, BC, Canada

I am currently in the first term of my third year in the PhD in Educational Studies. My study examines the recertification process of internationally educated teachers (IETs) in the contradictory space of Canadian multicultural, immigration, and education policies. I have had a long-lasting engagement with anti-oppressive and diversity education in Israel. For ten years I volunteered in a social youth-movement, in which I created programs for promoting social justice and supporting marginalized groups. In my last position in Israel I was a head of a teacher education program that focused on teachers as social activists and supported innovative educational projects, including founding a democratic school in one of Israel’s poorest neighbourhoods. Since moving to Vancouver in 2011, I have co-developed educational initiatives that promote diversity. I am a Board Member of “Groundswell,” a society that aims to support young adults’ social entrepreneurship. I am also a recipient of two University Neighbourhoods Association Community Grants, for the creation of a multicultural youth group in the Acadia neighbourhood, and for the creation of a community event celebrating the diversity of the Acadia neighbourhood.