Next Steps In Managing Teacher Migration

This collection of papers from the Sixth Commonwealth Teachers' Research Symposium examines current trends in teacher migration, including education in emergencies, forced migration and pan-African migration, in line with the current global focus on education in conflict affected countries.

The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc

"The Making of Teachers in the Age of Migration reveals the failure of Western nations to utilize the skills of educators who are refugees and migrants and considers the experiences of those educators as they move into the teacher workforces in their new countries. Most Western countries are experiencing a shortage in teaching personnel. Against this backdrop, a possible solution seems to be quite obvious: teachers with (forced) migration backgrounds could be employed in the school systems of their destination countries, since they didn't leave their profession nor passion for teaching behind. Written by leading scholars based in Austria, Germany, Ireland, New Zealand, Switzerland, South Africa, Turkey and the USA, the first part of the book covers theoretical issues including decolonization, curriculum reform, inclusivity and citizenship. The second part of the book includes case studies with examples of success and failures from Austria, Brazil, Germany and Zimbabwe."--

The Commonwealth Yearbook is the flagship annual publication of the Commonwealth Secretariat. It is the essential reference guide to the countries, organizations, activities and values of the modern Commonwealth. The 2013 edition has been fully updated and includes: * Analysis from leading commentators as the Commonwealth approaches 2015 and new global goals on development * The Commonwealth in Action - a review of the Commonwealth's work in democracy, development and diversity * Details of the Charter of the Commonwealth, signed by Her Majesty the Queen on Commonwealth Day 2013 * Essential communiqués and declarations forming the background to the Charter * The history, structure and activities of the Commonwealth Secretariat and other leading organizations * A guide to Commonwealth Heads of Government Meetings and other key summits * Comprehensive profiles of 54 member states including overseas territories * A directory of around 80 Commonwealth intergovernmental, cultural and professional organizations * An extensive statistics and reference section Published by Nexus Strategic Partnerships for the Commonwealth Secretariat

This book explores the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners' languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners working in inclusive teaching and learning in a variety of migration contexts from pre-school to university. The book opens with an exploration of the relationship between language ideologies and policies with respect to the inclusion of learners for whom the language of education is not the language spoken in the home. The following section focuses on innovative pedagogical practices which allow migrants to be socially, culturally and institutionally included at school and at university while using their plurilingual competences as resources for learning/teaching and allowing them to fully realise their potential.

The interwoven futures of humanity and our planet are under threat. Urgent action, taken together, is needed to change course and reimagine our futures.