Fostering Interethnic Collaboration and Addressing Discrimination in Immigrant-Receiving Schools International Metropolis Conference September 13, 2011

Purpose of Session Within frameworks of social justice in education, this session highlights programming, research, and policies to challenge discrimination against migrant/immigrant/refugee communities and other minority groups in schools in Europe and Canada.

Some guiding questions What are some ways of supporting educational equity agendas in anti-discriminatory programming and policies while maintaining quality? How can discrimination (e.g., peer-to-peer, minority teachers) be addressed openly and effectively? What experiences and supports exist for teachers and students in culturally, ethnically, linguistically, socioeconomically, and religiously diverse schools? How can students’ and teachers’ voices be represented in discussions of diversity? How can discriminatory policies and practices be challenged?

Diversifying the Teaching Profession as a Strategy for Ethnocultural Equity in Education Dr. Clea Schmidt Faculty of Education University of Manitoba Canada

Action Plan for Ethnocultural Equity released in 2006 by Manitoba Education developed in consultation with school division teams, partner organizations and community groups, teacher and learner groups, and written submissions from education stakeholders twenty-eight page document contains nineteen actions organized into five categories:  Building Capacity to Respond to the Needs of Diverse Learners  Engaging Parents, Students, and Educators  Resources for Building Inclusive Schools and Classrooms  Policy Renewal and New Guidelines  Enhancing Teacher Diversity

“Racism continues to limit students’ opportunities for success: Participants clearly expressed the fact that “everyday” racism, and individual and systemic forms of racism continue to limit many students’ opportunities for success. It is impossible for students to feel that they belong and experience a welcoming learning environment when racism is a daily experience.” (p. 1)

“The need to build a more inclusive and representative teacher force was a common theme at virtually every consultation session. While some acknowledged that there were increased numbers of educators of diverse backgrounds working as teachers and in other related roles, most participants expressed the view that teachers and administrators do not reflect the rich diversity of peoples and cultures that are present in our communities. While perspectives differed on what was needed to address the situation, generally, participants supported enhanced efforts in this area. Some participants called for the extension of government employment equity policies to school boards and funded independent schools, and an affirmative action plan and policy that prepares cultural minorities for success in the workplace when hired.” (p. 23)

“Other participants drew parallels with the need to build more welcoming school climates. They argued that faculties of education need to provide a positive, supportive environment for those who are recruited from under- represented groups for effective participation and success in the teaching profession.” (p. 24)

Research with Internationally Educated Teachers (IETs) in Manitoba studies drawing on critical qualitative research methods have examined in depth the experiences of IETs as they re-certify, participate in bridging programs, and attempt to enter the teaching profession

Guiding Questions Why is it important to have a teaching force that represents and reflects the cultural and linguistic diversity of student populations in schools? What are some of the challenges to integrating internationally educated teachers and how can these challenges be addressed? 11

Findings Merit in the arguments for IETs as role models and cultural/linguistic liaisons Discrimination in hiring practices a major obstacle to IET integration Need to prioritize strategic hiring of diverse staff through policies and practices Mentoring/bridging supports essential; must include systemic advocacy and partnerships in the field

Moving Forward in Supporting Immigrant Teachers Our experience running small cohorts at the U of M has been highly successful Offer both a bridging program for re- certifying IETs and a mentorship program for certified IETs Work closely with the field to shift hiring practices Active research agenda After three cohorts, 75% employment rate Sustainable funding????? 13

Acknowledgments Prairie Metropolis Centre University of Manitoba Research Grants Program Social Sciences and Humanities Research Council of Canada IET students, staff, and supporters