positioning Internationally Educated Teachers in School Communities
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Discovering an identity that is not "one kind of person" is a 21st century task. Immigrant students and particularly immigrant teachers have out of necessity been involved in this task. Canadian schools and communities may learn from their experiences. Curriculum, in its broadest sense, is changing as our school communities respond to and include students who are immigrants, refugees, and first generation Canadians. This paper examines how internationally educated teachers (IETs) participate in these changes and in some cases, propel them. IETs are positioned to become agents of change in school communities. To what extent that position is taken up is contextual. The study explored how teacher agency was expressed by internationally educated teachers in the context of a university-based bridging program and in school contexts where IETs were employed as teachers in the province of Manitoba.
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