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Geneviève Calame-Griaule et la performance du conte
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In: Fabula / Les colloques ; https://halshs.archives-ouvertes.fr/halshs-03204756 ; Fabula / Les colloques, Fabula, 2021, Traduire, transposer, composer. Passages des arts verbaux extra-occidentaux en langue française ; http://www.fabula.org/colloques/document6954.php (2021)
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Perspectives of Ontario School Board Administrators on Fostering Plurilingualism in Secondary Level International Languages Classrooms ...
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Pierre Boaistuau et Poggio Bracciolini ... : Écriture et canon italien ...
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Geneviève Calame-Griaule et la performance du conte
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In: Fabula / Les colloques ; https://halshs.archives-ouvertes.fr/halshs-03204756 ; Fabula / Les colloques, Fabula, 2021, Traduire, transposer, composer. Passages des arts verbaux extra-occidentaux en langue française ; http://www.fabula.org/colloques/document6954.php (2021)
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Traducción de «Povești, amintiri, povestiri» de Ion Creangă : caso teórico-práctico
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El ciervo de la pezuña de plata : traducció comentada del conte «Serébrianoie kopitse»
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THE INFLUENCE OF URBAN HEAT ISLAND EFFECT AND ITS RELATIONSHIP WITH LAND COVER, SCALE, AND SEASONALITY IN A LOW-DENSITY URBAN CENTER
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David Conte's The Gift of the Magi: Educational value in an American opera
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Lee, Euigun. - : School of Music, College of Fine + Applied Arts, University of Illinois at Urbana-Champaign, 2021
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Creació i disseny d’un conte infantil com a eina per treballar l’educació inclusiva
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The Pandemic Pivot at an Ontario College of Applied Arts and Technology: A Review of International and Domestic Student Success
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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The Politics of Teaching Financial Literacy Education: A Case Study of Critical High School Teachers’ Beliefs and Practices in Ontario and Québec
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Soroko, Agata. - : Université d'Ottawa / University of Ottawa, 2021
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Perspectives of Ontario School Board Administrators on Fostering Plurilingualism in Secondary Level International Languages Classrooms
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Marqueurs de compétence (socio)linguistique chez des apprenant(e)s universitaires de français langue seconde: l'accord verbal de nombre et la particule négative «ne»
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Contes d'Aubrac ; Contes d'Aubrac: Tenèze, Marie-Louise; Alain Rudelle: Contes d’Aubrac. Édition bilingue occitan- français établie par Josiane Bru et Jean Eygun. Toulouse : Letras d’òc, 2019, 368 p.
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In: ISSN: 2014-7996 ; Estudis de Literatura Oral Popular / Studies in Oral Folk Literature ; https://hal-univ-tlse2.archives-ouvertes.fr/hal-03070880 ; 2020, pp.177-182. ⟨10.17345/elop2020177-182⟩ (2020)
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Exploring Women’s Experiences with Long-Acting Reversible Contraception: A Multi-Methods Qualitative Study In Ontario ...
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De l’ACFO à l’AFO. Le projet politique multiculturel et le ministère du patrimoine canadien comme facteurs d’influence dans la refonte de l’Association canadienne-française de l’Ontario
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Boily, Anne. - : Département de sociologie, Faculté des sciences sociales, Université Laval, 2020. : Érudit, 2020
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L’appartenance entrecroisée à l’héritage historique et au pluralisme contemporain chez des étudiants franco-ontariens
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Jean-Pierre, Johanne. - : Institut canadien de recherche sur les minorités linguistiques / Canadian Institute for Research on Linguistic Minorities, 2020. : Érudit, 2020
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Identities-at-Intersections: The Case of Racialized Female Migrant Teachers in Canada
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Abstract:
This research focuses on the unemployment and underemployment of racialized female migrant teachers in Canada, particularly in Ontario. It investigates how the social categories of the identities of female migrant teachers affect their access to the labour force. Identity is conceptualized as produced by the meanings of difference placed upon these social categories, through the power relations one navigates. The research asks: how have the identities of racialized female migrant teachers in Canada, as embedded within the social categories of race and ethnicity, sex and gender, economic class and political status, language/s spoken and linguistic accents, affected their access to the Canadian teaching workforce? The main argument is that the racialized female migrant teachers’ identities are identities-at-intersections. These identities greatly affect their access to the teaching workforce, place them in politically challenging positions, and are produced by and through their navigation within the intersections. Intersections are the created, perceived, visible, and invisible links between and among the social categories that form an identity. The social spaces within the intersections affect the positioning of minoritized subjects, such as racialized female migrant teachers, within education as a polity and other structures of hegemony. Narratives of 17 female migrant teachers, registered with the Ontario College of Teachers, from the Greater Toronto Area (GTA), Ontario, are utilized as standpoint epistemologies to support the main argument. In examining how racialized female migrant teachers face barriers in their access to the teaching workforce and political contexts, the conceptual analysis draws on the concept of identities-at-intersections to consider: (1) the global process of feminization of migration instigates social reproduction mechanisms and inequality; (2) the practices of racialization in societal structures, in education as a polity, in the labour market, and within Canadian nation-building, further complicate the exercise of employment and citizenship rights of minority groups, such as racialized immigrant women; (3) the persistence of neo-colonial and capitalist practices results in the continuous segregation and racialization of immigrant women; (4) despite the structural forces that work against racialized female migrant teachers as identities-at-intersections, their lived experiences manifest the use of agency and forms of resistance. ; Ph.D. ; 2020-11-19 00:00:00
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Keyword:
0515; Education as a Polity; Marxian Analysis of Labour; Migrant Teachers in Canada; Teacher Employment in Ontario
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URL: http://hdl.handle.net/1807/102902
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