Herculean efforts are not enough: diversifying the teaching profession and the need for systemic change
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Internationally educated teachers (IETs) seeking to resume their careers in Canada often demonstrate tremendous endurance, fortitude, and resilience in the process of navigating their new professional landscapes, yet neoliberalism and the myth of meritocracy obscure the pervasive systemic barriers characterizing their professional experiences. Critical action research undertaken with graduates of an academic and professional bridging program for IETs in Manitoba reveals a complex interplay of challenges with respect to diversifying the teaching force in intercultural settings. Data collected with IETs seeking full-time teaching positions suggest resuming their careers is by no means guaranteed for many IETs who, in spite of what can be deemed herculean efforts to follow the advice of mentors and make themselves as 'marketable' as possible, continue to face significant barriers to employment in a context largely characterized by an over-supply of qualified applicants. Guided by Cummins' work on collaborative relations of power and a Polanyian critique of economic determinism, my analysis illuminates a multi-pronged systemic approach that has the potential to help ensure the numerous contributions of IETs in Canadian schools can be fully realized.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it