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ERIC Number: EJ1173413
Record Type: Journal
Publication Date: 2017-Apr
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1323-577X
EISSN: N/A
Do Teachers Coming from Diverse Ethno-Cultural Backgrounds Represent an Added Value for the Profession? Findings of a Study Conducted in French-Speaking Switzerland
Akkari, Abdeljalil; Bauer, St├ęphanie; Radhouane, Myriam
Educational Practice and Theory, v39 n1 p69-89 Apr 2017
Research has drawn attention to a certain gap between the increasing ethno-cultural diversity of school enrolment and the relative ethno-cultural homogeneity of the teaching body. In French-speaking Switzerland very little attention has been paid to this matter. The purpose of this article is to analyse the potential added value associated with teachers coming from diverse backgrounds. Ten teachers from heterogeneous backgrounds were questioned about how they see themselves as role models among the pupils and in society. The findings indicate that they have assumed additional competences arising from their experience of migration, while others question the legitimacy of those experiences.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland
Grant or Contract Numbers: N/A