The Integration of Immigrant Teachers in Manitoba, Canada: Critical Issues and Perspectives

This article considers programming and policy debates pertaining to the integration of immigrant teachers in Manitoba, Canada, situating the discussion in critical theory that promotes ethnocultural and employment equity for immigrant professionals and advocates for a more diverse teaching force in newcomer-receiving contexts. Exploring recent immigration trends, the changing demographics of the teaching profession, and new certification requirements for Manitoban teachers, the authors share insights from a pilot bridging program for Internationally Educated Teachers (IETs) at the University of Manitoba. Policy implications for immigrant teacher related initiatives, both in Canada and beyond, are addressed.