Clea Schmidt
Biographic Data
| ID | 6725045 |
|---|---|
| NAME | Clea Schmidt |
| GIVEN NAMES | Clea |
| FAMILY NAME | Schmidt |
| SIGNATURE | SCHMIDT C |
| AFFILIATIONS | University of Manitoba |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 3 |
Teaching about refugees
This article addresses issues of teaching about refugees in initial teacher education and professional development for practicing teachers. We respond to the who, what, where, when, why and how of teaching about refugees and developing culturally responsive pedagogy in contexts of politicised transnationalism, where the wider politics around integrating Syrian refugees have significant implications for the ways Canadian education systems respond …
Herculean efforts are not enough
Internationally educated teachers (IETs) seeking to resume their careers in Canada often demonstrate tremendous endurance, fortitude, and resilience in the process of navigating their new professional landscapes, yet neoliberalism and the myth of meritocracy obscure the pervasive systemic barriers characterizing their professional experiences. Critical action research undertaken with graduates of an academic and professional bridging program for …
Systemic Discrimination as a Barrier for Immigrant Teachers
Using a theoretical framework provided by critical educational and postcolonial scholars, this article presents critical ethnographic research documenting the perspectives of various stakeholders involved in the process of immigrant teacher integration in the province of Manitoba. The author problematizes the assumption that successful integration is solely the responsibility of individual immigrants, and highlights the systemic discrimination th…
The Integration of Immigrant Teachers in Manitoba, Canada
Systemic Discrimination as a Barrier for Immigrant Teachers
Using a theoretical framework provided by critical educational and postcolonial scholars, this article presents critical ethnographic research documenting the perspectives of various stakeholders involved in the process of immigrant teacher integration in the province of Manitoba. The author problematizes the assumption that successful integration is solely the responsibility of individual immigrants, and highlights the systemic discrimination th…
Teaching about refugees
This article addresses issues of teaching about refugees in initial teacher education and professional development for practicing teachers. We respond to the who, what, where, when, why and how of teaching about refugees and developing culturally responsive pedagogy in contexts of politicised transnationalism, where the wider politics around integrating Syrian refugees have significant implications for the ways Canadian education systems respond …
The Integration of Immigrant Teachers in Manitoba, Canada
Systemic Discrimination as a Barrier for Immigrant Teachers
Using a theoretical framework provided by critical educational and postcolonial scholars, this article presents critical ethnographic research documenting the perspectives of various stakeholders involved in the process of immigrant teacher integration in the province of Manitoba. The author problematizes the assumption that successful integration is solely the responsibility of individual immigrants, and highlights the systemic discrimination th…
The Integration of Immigrant Teachers in Manitoba, Canada
Herculean efforts are not enough
Internationally educated teachers (IETs) seeking to resume their careers in Canada often demonstrate tremendous endurance, fortitude, and resilience in the process of navigating their new professional landscapes, yet neoliberalism and the myth of meritocracy obscure the pervasive systemic barriers characterizing their professional experiences. Critical action research undertaken with graduates of an academic and professional bridging program for …
Teaching about refugees
This article addresses issues of teaching about refugees in initial teacher education and professional development for practicing teachers. We respond to the who, what, where, when, why and how of teaching about refugees and developing culturally responsive pedagogy in contexts of politicised transnationalism, where the wider politics around integrating Syrian refugees have significant implications for the ways Canadian education systems respond …
Pedagogy (4 works) · Political science (4 works) · Sociology (4 works) · Gender Studies (3 works) · Gender Studies (3 works) · Multilingual Education and Policy (3 works) · Education Systems and Policy (2 works) · Global Education and Multiculturalism (2 works) · Immigration (2 works) · Law (2 works)