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      Migrant teachers and classroom encounters: Processes of intercultural learning

      research-article
      London Review of Education
      UCL IOE Press
      SUPERDIVERSITY, INTERCULTURAL, MICROAGGRESSIONS, ENCOUNTERS, INITIAL TEACHER, TRAINING (ITT)
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            Abstract

            Recent migration combined with strategies to diversify the teacher workforce has led to complexities in teacher diversity identified by the term 'superdiversity' (Vertovec, 2006). This article builds on recent work on the processes of convergence and superdiversity (Wessendorf, 2011) by focusing on meaningful encounters in the mathematics classroom. A sociolinguistics approach is used to discuss the performance of teacher identity, focusing on accent. An analysis of power shows tensions between Standard English and local vernaculars, involving microaggressions and opportunities for intercultural learning. The article concludes by discussing coping with microaggressions and the systemic implications for school policies and initial teacher training. It shows how microaggressions offer opportunities for intercultural learning and how classroom spaces can be developed that promote both this and the dispositions of an intercultural habitus.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            UCL IOE Press
            1474-8460
            14 March 2019
            : 17
            : 1
            : 1-13
            Article
            1474-8460(20190314)17:1L.1;1- s1.phd /ioep/clre/2019/00000017/00000001/art00001
            10.18546/LRE.17.1.01
            b3578ee5-1fcb-4209-99f8-2563fccabeba
            Copyright @ 2019
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            INTERCULTURAL,INITIAL TEACHER,TRAINING (ITT),ENCOUNTERS,MICROAGGRESSIONS,SUPERDIVERSITY

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