Understanding social justice commitment and pedagogical advantage of teachers with a migrant background in Switzerland: a qualitative study

Author(s) : Myriam Radhouane, Abdeljalil Akkari, Consuelo Guardia Macchiavello

Source : https://doi.org/10.1108/JME-10-2021-0192

“This study aims to understand the social justice commitment and the pedagogical advantage of teachers with a migrant background in Switzerland. Through semi-directive interviews with four of them, the research team analyses how these teachers use their background as a resource in their teaching practices. Linking their personal life experiences related to migration and schooling and their professional identity, results show that their history influences their teaching practices but moreover their commitment to social justice within school.”

Keywords: Multicultural, Pedagogy, Ethnicity, Education, Identity, Equity