Understanding Social Justice Commitment and Pedagogical Advantage of Teachers with a Migrant Background in Switzerland: A Qualitative Study

Autor/inn/en	Radhouane, Myriam; Akkari, Abdeljalil; Guardia Macchiavello, Consuelo
Titel	Understanding Social Justice Commitment and Pedagogical Advantage of Teachers with a Migrant Background in Switzerland: A Qualitative Study
Quelle	In: Journal for Multicultural Education, 16 (2022) 2, S.159-170 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-10-2021-0192
Schlagwörter	Teacher Attitudes; Social Justice; Teacher Background; Migrants; Teaching Methods; Foreign Countries; Professional Identity; Diversity; Multicultural Education; Equal Education; Switzerland + Suchen Sie Ihr Suchwort? Lehrerverhalten; Soziale Gerechtigkeit; Migrantin; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Multikulturelle Erziehung; Schweiz
Abstract	Purpose: This study aims to understand the social justice commitment and the pedagogical advantage of teachers with a migrant background in Switzerland. Through semi-directive interviews with four of them, the research team analyses how these teachers use their background as a resource in their teaching practices. Linking their personal life experiences related to migration and schooling and their professional identity, results show that their history influences their teaching practices but moreover their commitment to social justice within school. Design/methodology/approach: For this study, the authors conducted four semi-directive interviews with teachers with a migrant background. The research team transcribed all the interviews and analyzed them through Nvivo software. The analytical process followed the logic of content analysis as developed by Miles and Huberman (2003). The research team used several layers of categories and codes to produce a deeper understanding of the data. On this basis, the authors refined their categories and codes and created research memoranda including all the information to establish the profile of each teacher interviewed. Findings: This study's data showed that "teachers with a migrant background" is a broad category of individuals, all entering the teaching profession with their own life experiences, their own relation to diversity and their own personal background. It also showed that teachers with a migrant background seem committed to social justice in different ways. This relates to Mantel's study (2021) that established three types of teachers with a migrant background. All of them developing a different pattern of commitment to social justice. Originality/value: This study aimed at understanding teachers with a migrant background's social justice commitment and pedagogical advantage in Switzerland (Canton of Geneva). If this field has been developed in North America, it is not well studied in Switzerland. Yet, the number of teachers with a migrant background is important in some part of the country and might be increasing in the next years. Exploring their potential is therefore a matter of representation and legitimation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01