Motility, Viscosity and Field: A Portrayal of Migrant Teachers' Professional Mobility and Ethical Conflicts in American and Australian Faith-Based Schools

Autor/in	Finefter-Rosenbluh, Ilana
Titel	Motility, Viscosity and Field: A Portrayal of Migrant Teachers' Professional Mobility and Ethical Conflicts in American and Australian Faith-Based Schools
Quelle	In: British Educational Research Journal, 48 (2022) 5, S.1008-1026 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finefter-Rosenbluh, Ilana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3806
Schlagwörter	Foreign Countries; Teachers; Migrants; Religious Schools; Faculty Mobility; Ethics; Conflict; United States; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehrer; Lehrerin; Lehrende; Migrantin; Ethik; Konflikt; USA; Australien
Abstract	International migration is attaining new records, diversifying nations' cultural-social landscapes. The number of international migrants is estimated to be about 272 million globally, with nearly two-thirds being labour migrants, surpassing historic projections. Concomitantly, migrant teachers are becoming more prevalent in educational markets; spaces that may serve as institutional vehicles promoting social cohesion and tolerance. Acknowledging that such spaces have an increasing share of faith-based schools--settings that foreground particular groups' cultural and social values--this critical analysis seeks to identify how migrant teachers' aspirations are shaped and ethically negotiated in seemingly exclusive educational sites. Drawing upon migrant teacher interviews from American and Australian faith-based schools, and utilising concepts of "motility" and "institutional viscosity," this paper captures the schools' 'viscous' conditions and complex facilitation through which educators professionally move and ethically navigate their practice. Bourdieu's thinking tools of "field," "habitus," "capital" and "symbolic violence" provided a supplementary theoretical framework that draws attention to the evolving discourse of the subordinate 'invisible foreign educator' in the faith-based educational setting. The paper portrays strategies of initial institutional welcoming; enabling migrant educators a smooth spatial mobility into the field but challenging them to work against their social mobility aspirations. It illustrates the educators' failed attempts to negotiate intra-institutional transitions; experiencing feelings of trepidation about future professional moves and ethical conflicts between their obligation to adhere to institutional procedures and commitment to operate from an ethic of care. The paper argues for education policies that enable motility over time and empower ethical skilled migration. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01