Date of Award
Master of Education
Drawing upon the work of such anti-racist educators as Dei (1996) and Solomon (2004), this thesis investigates the experiences of immigrant teachers from the Caribbean in less culturally diverse, smaller city in southwestern Ontario. Using the case study method, the researcher interviewed three teachers and found that these educators reported one major difference in experience from those of their urban counterparts in such larger areas as Toronto. The immigrant teachers described a greater sense of collegiality with other staff members, a greater feeling of belonging with the broader community. However, as with other immigrant teachers from larger centers, they also cited prejudice and discriminatory practices in the classroom. Even though the teachers interviewed were from the English- speaking Caribbean, they identified communication barriers as a major obstacle in gaining employment and in imparting information in the classroom. Just as their urban partners did, these teachers assimilated to the culture of the school in which they taught as a survival mechanism. Perhaps because they did not feel their opinions were of equal consequence, these teachers did not become involved in the decision making processes of their schools. Overall, however, these instructors described positive experiences of teaching in smaller centers. Thus, this study’s findings differ from those obtained by Bascia (1996) and Phillion (2003), both of whom reported that immigrant teachers in urban areas face significant obstacles.
Wallace, Deneine, "THE EXPERIENCES OF IMMIGRANT TEACHERS IN SOUTHWESTERN ONTARIO" (2009). Digitized Theses. 3972.