Stories from the North: Filipino internationally educated teachers and their work in Indigenous communities in Northern Manitoba

Abstract

This study investigated the teaching and learning experiences of 10 Filipino internationally educated teachers (IETs) who decided to continue their careers as educators in Northern Manitoba. The participants (eight females, two males) trained and worked as teachers in the Philippines. The IETs took up residences and teaching assignments in remote and Indigenous communities—locales that have historically dealt with teacher shortages and interrupted education among Indigenous learners. The recertification process for IETs is often challenging and time-consuming, and many participants took on survival jobs to support themselves and their families financially. The benefits and successes the IETs experienced in Indigenous communities are analyzed through stories and photos, which communicate the way many IETs forged strong relationships and uncovered similar cultural values between Indigenous and Filipino people. The challenges the participants experienced are also examined, including how some teachers endured skepticism from Indigenous community members and isolating conditions in schools. Despite being relatively small, the Filipino educational diaspora in Northern Manitoba does a credible job in supporting newcomer teachers and providing leadership and advocacy. This support parallels the supports received by Filipino IETs from Indigenous teachers, administrators, and Elders. The relationship between newcomers and Indigenous Peoples is often nuanced, so this case study offers a unique perspective on a partnership that offers many benefits, such as advancing reconciliation, reducing teacher shortages, and mitigating interrupted education. The final portion of the study shares recommendations that were derived from the results, including an emphasis on the importance of orientation programming for immigrant teachers and a call to teach in the North—a remarkable place full of opportunities for internationally and domestically trained teachers. The key findings of the study are that, with the proper support, IETs can advance reconciliation with Indigenous Peoples by providing continuous, high-quality education in Indigenous communities.