A HISTORICAL EXPLORATION OF INTERNATIONALLY EDUCATED TEACHERS: JAMAICAN TEACHERS IN 1960S ALBERTA
Abstract
This paper examines the immigration and credentialing experiences of Jamaican teachers in Alberta during the 1960s. Using teacher narratives as well as archival research the paper aims to develop a historical understanding of issues related to internationally educated teachers and how this historical understanding can inform the contemporary theoretical and policy debates on credential recognition. Contrary to an understanding that locates teacher credentialing only in the present day and a one-sided critique of its bureaucratic nature, we argue that historical analysis reminds us that bureaucracy can be both constraining and enabling. An understanding of this duality is of crucial importance for policy makers to rethink the contemporary credentialing process for internationally educated teachers.
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