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dc.contributor.supervisor Schmidt, Clea (Curriculum, Teaching and Learning) en_US
dc.contributor.author Kailasanathan, Subbalakshmi Perunkulam
dc.date.accessioned 2013-04-03T16:54:32Z
dc.date.available 2013-04-03T16:54:32Z
dc.date.issued 2013-04-03
dc.identifier.uri http://hdl.handle.net/1993/18329
dc.description.abstract The rapidly changing Canadian mosaic compels the educational system to devise new and unique means to address the needs of a heterogeneous student and teacher populace emerging from varied cultural, linguistic, social and pedagogical contexts. Considerable work recommends the creation of an inclusive environment for immigrant students; sparse discourse considers the needs of immigrant teachers in a mainstream K-12 setting. The majority of discussions and discourses on immigrant teacher acculturation study the needs and challenges this diverse group of teachers has to contend with inside the environs of a Canadian classroom. This study extends these initial discourses to include the macrocosmic challenges faced by immigrant teachers by analyzing the lived experiences of immigrant teachers who have successfully established their place in the Manitoba educational system. Using a critical lens, the study endeavors to analyze the role of social capital in the integration experiences of immigrant educators in Manitoba. en_US
dc.rights info:eu-repo/semantics/openAccess
dc.subject Immigrant Teacher en_US
dc.subject Education en_US
dc.subject Integration en_US
dc.subject Challenges en_US
dc.subject Social Capital en_US
dc.title Immigrant teacher narratives: re-storying the problem of immigrant teacher integration en_US
dc.type info:eu-repo/semantics/masterThesis
dc.degree.discipline Curriculum, Teaching and Learning en_US
dc.contributor.examiningcommittee Mandzuk, David (Educational Administration and Foundational Psychology) Friesen, Marcia (Electrical and Computer Engineering) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note May 2013 en_US


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