Abstract
This study explores systemic barriers in the credentialing processes faced by Internationally Educated Teachers (IETs), with particular attention to the experiences of racialized individuals in Saskatchewan, Canada. Although IETs bring diverse skills and perspectives to the education system, they frequently encounter significant challenges, often rooted in systemic racism and implicit bias, that hinder their professional recognition and employment opportunities. Grounded in anti-racist theory and employing a qualitative case study approach, the research incorporates surveys and interviews with IETs, anti-racist advocates, and credentialing authorities. The study aims to identify effective advocacy strategies and propose reforms to create more equitable credentialing processes, offering favorable insights for policymakers and educational institutions in Canada and similar contexts globally. This study contributes to the growing body of knowledge on anti-racist leadership in education. By focusing on how credentialing processes perpetuate racial inequities, the research will encourage educational administrators to adopt an anti-racist lens in their leadership practices. Administrators who prioritize anti-racism will be equipped to challenge discriminatory practices in credentialing, hiring, and retention, ensuring a more just and inclusive educational landscape.
Presenters
Ayodeji OsinameAssistant Professor, Educational Administration, University of Saskatchewan, Saskatchewan, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Internationally Educated Teachers, Anti-Racist Leadership, Advocacy, Diversity in Organizations
