ABS (Australian Bureau of Statistics) (2017) Migration, Australia. https://www.abs.gov.au/ausstats/[email protected]/previousproducts/3412.0main%20features32015-16 (accessed 10 January 2020). Google Scholar
Andersson, P, Guo, S (2009) Governing through non/recognition: The missing ‘R’ in the PLAR for immigrant professionals in Canada and Sweden. International Journal of Lifelong Education 28(4): 423–437. Google Scholar | Crossref
Ball, S, Mannheim, K (2016) Migrant teachers: How American schools import labour. Journal of Education Policy 31(3): 363–364. Google Scholar | Crossref
Bartlett, L (2013) Migrant teachers: How American Schools Import Labor. Cambridge, MA: Harvard University Press. Google Scholar | Crossref
Bense, K (2016) International teacher mobility and migration: A review and synthesis of the current empirical research and literature Educational Research Review 17(1): 37–49. Google Scholar | Crossref
Bodström, H, Kack, A, Linne, T, et al. (2020) IO2 – Teaching and Learning in Multilingual Contexts in Programmes for Internationally Trained Teachers in Europe. https://blog.hf.uni-koeln.de/immigrated-and-refugee-teachers-requal/manual/ (accessed 1 October 2020). Google Scholar
Boser, U (2014) Teacher Diversity Revisited: A New State by State Analysis. US: Center for American Progress. https://eric.ed.gov/?id=ED564608 (accessed 25 January 2021). Google Scholar
Carrington, B, Tomlin, R (2000) Towards a more inclusive profession: Teacher recruitment and ethnicity. European Journal of Teacher Education 23(2): 139–157. Google Scholar | Crossref
Chassels, C (2010) Participation of internationally-educated professionals in an initial teacher education Bachelor of Education program: Challenges and supports. Canadian Journal of Educational Administration and Support 100: 1–39. Google Scholar
Collins, J, Reid, C (2012) Immigrant teachers in Australia. Cosmopolitan Civil Societies Journal 4(2): 38–61. Google Scholar
Connell, R (2013) The neoliberal cascade and education: An essay on the market agenda and its consequences. Critical Studies in Education 54(2): 99–112. Google Scholar | Crossref | ISI
Cruickshank, K (2004) Towards diversity in teacher education: Teacher preparation of immigrant teachers. European Journal of Teacher Education 27(2):125–138. Google Scholar | Crossref
Cruickshank, K, Ellsmore, M, Brownlee, P (2018) The Skills in Question: Professional learning strengths and needs of teachers in NSW community languages schools. Sydney: SICLE. https://sydney.edu.au/content/dam/corporate/documents/faculty-of-arts-and-social-sciences/research/research-centres-institutes-groups/sicle/skills_in_question.pdf (accessed 25 January 2021). Google Scholar
Cruickshank, K, Jung, Y, Bai, E (2021) Parallel Lines: Community Languages schools and their role in growing languages and building communities. Sydney: SICLE. https://www.sydney.edu.au/content/dam/corporate/documents/faculty-of-arts-and-social-sciences/research/research-centres-institutes-groups/sicle/parallel-lines-draft-report.pdf (accessed 25 January 2021). Google Scholar
Datta-Roy, S, Lavery, S (2017) Experiences of overseas trained teachers seeking public school positions in Western Australia and South Australia. Issues in Educational Research 27(4): 720–735. Google Scholar
De Villiers, R (2007) Migration from developing countries: The case of South African teachers to the United Kingdom. Perspectives in Education 25(2): 67–76. Google Scholar
De Villiers, R, Weda, Z (2018) Zimbabwean teachers in South: Their needs and advice to prospective migrant teachers. Journal of International Migration and Integration 19: 299–314. Google Scholar | Crossref
Donlevy, V, Meierkord, A, Rajania, A (2016) Study on the diversity within the teaching profession with particular focus on migrant and/or minority background. Final report to DG Education and Culture of the European Commission. Brussels, Belgium: European Commission. Google Scholar
Epstein, A, Kheimets, N (2000) Cultural clash and educational diversity: Immigrant teachers’ efforts to rescue the education of immigrant children in Israel. International Studies in Sociology of Education 10: 191–210. Google Scholar | Crossref
Faez, F (2012) Diverse teachers for diverse students: Internationally educated and Canadian-born teachers’ preparedness to teach English language learners. Canadian Journal of Education 35(3): 64–84. Google Scholar
García, O, Zakharia, Z, Otcu, B (2012) Bilingual Community Education and Multilingualism: Beyond Heritage Languages in a Global City. Bristol: Multilingual Matters. Google Scholar | Crossref
Grantham, T, McCarthy, C, Pegg, S (2007) Acculturation of Foreign Teachers into the Dutch Bilingual Education System. Available online: http://igitur-archive.library.uu.nl/student-theses/2007-0810-201121/acculturation.pdf (accessed 25 September 2021). Google Scholar
Guo, W, Singh, M (2009) Overseas Trained Teachers in Australia: A Study of Barriers, Skills and Qualifications. AARE Conference paper. Available online: https://www.researchgate.net/profile/Michael-Singh-3/publication/267952339_Overseas_trained_teachers_in_Australia_a_study_of_barriers_skills_and_qualifications/links/560344f808ae596d2591d733/Overseas-trained-teachers-in-Australia-a-study-of-barriers-skills-and-qualifications.pdf (accessed 25 September 2021). Google Scholar
Ingersoll, RM, Merrill, E, Stuckey, D, et al. (2018) Seven trends: the Transformation of the teaching force: Updated October 2018. Philadelphia: Consortium for Policy Research in Education. Google Scholar
Inglis, C, Philps, R (1995) Teachers in the Sun: The Impact of Immigrant Teachers on the Labour Force. Canberra: Australian Government Publishing Service. Google Scholar
Joppke, C, Morawska, E (eds) (2014) Toward Assimilation and Citizenship: Immigrants in Liberal Nation-States. London: Palgrave, 9–86. Google Scholar | Crossref
Keddie, A (2017) School autonomy reform and public education in Australia: Implications for social justice. Australian Educational Researcher 44(4–5): 373–390. Google Scholar | Crossref
Keddie, A, Gobby, B, Wilkins, C (2018) School autonomy reform in Queensland: Governance, freedom and the entrepreneurial leader. School Leadership & Management 38(4): 378–394. Google Scholar | Crossref
Keevy, J, Green, W, Manik, S (eds) (2014) The Status of Migrant Teachers in South Africa: Implications for Policy, Research, Practice. Waterkloof: South African Qualifications Authority. Google Scholar
Little, J, Bartlett, L (2010) The teacher workforce and problems of teacher equity. Review of Research in Education 34: 285. Google Scholar | SAGE Journals | ISI
Lytra, V, Martin, P (eds) (2010) Sites of Multilingualism: Complementary Schools in Britain Today. Stoke on Trent: Trentham Books. Google Scholar
Maddix, M (2017) Diversifying teaching and teacher education: Beyond rhetoric and toward real change. Journal of Literacy Research 49(1): 141–149. Google Scholar | SAGE Journals
Marginson, S (2006) Engaging democratic education in the neoliberal age. Educational Theory 56(2): 205–219. Google Scholar | Crossref
Marom, L (2017) Mapping the field: Examining the recertification of internationally educated teachers. Canadian Journal of Education / Revue canadienne de l’éducation 40(3): 157–190. Google Scholar
Maylor, U, Hutchings, M, James, K, et al. (2006) Culture clash: The experiences of overseas-trained supply teachers in England. Paper presented at the British Educational Research Association Annual Conference, University of Warwick6–9 September 2006. Google Scholar
Miller, P (2008) Overseas trained teachers in England: Towards a policy framework for professional and social integration. Policy Futures 6(3): 280–285. Google Scholar | SAGE Journals
Miller, P (2018) Overseas trained teachers (OTTs) in England: Surviving or thriving? Management in Education 32(4): 160–166. Google Scholar | SAGE Journals
Miller, P (2019) Aspiration, career progression and overseas trained teachers in England. International Journal of Leadership in Education 22(1): 55–68. Google Scholar
Miller, P, Ochs, K, Mulvaney, G (2008) International teacher migration and the Commonwealth Teacher Recruitment Protocol: Assessing its impact and the implementation process in the United Kingdom. European Education 40(3): 89–101. Google Scholar | Crossref
Minty, S, Maylor, U, Issa, T, et al. (2008) Our Teachers: Teachers in Supplementary Schools and their Aspirations to Teach Community Languages. London: CiLT. Google Scholar
Niesche, R (2019) School and principal autonomy: Resisting, not manufacturing, the neoliberal subject. In: Wilkinson, J, Niesche, R, Eacott, S (eds) Challenges for Public Education: Reconceptualising Educational Leadership, Policy and Social Justice as Resources for Hope. Abington, Oxon: Routledge, 31–43. Google Scholar
Partelow, L, Sppng, A, Brown, C, et al. (2017) America needs more teachers of color and a more selective teaching profession. US: Center for American Progress. Google Scholar
Pollock, K (2010) Marginalisation and the occasional teacher workforce in Ontario: The case of internationally educated teachers (IETs). Canadian Journal of Educational Administration and Policy 100: 1–30. Google Scholar
Proyer, M , et al. (2019) IO1 -Transnational Framework. Comparative Analysis of the Administrative Frameworks on the (Re-)Qualification Situation of Internationally Trained Teachers in Austria, Germany and Sweden. https://blog.hf.uni-koeln.de/immigrated-and-refugee-teachers-requal. Available online: https://blog.hf.uni-koeln.de/immigrated-and-refugee-teachers-requal/files/2019/09/Transnational-Framework_REQUAL-March-2019.pdf (accessed 21 September 2021). Google Scholar
Reid, C (2005) Global teachers with Globite cases. Australia Journal of Education 49(3): 251–263. Google Scholar | SAGE Journals
Remennick, L (2002) Survival of the fittest: Russian immigrant teachers speak about their professional adjustment in Israel. International Migration 40(1): 99–119. Google Scholar | Crossref
Robertson, SL (2007) Brain drain, brain gain and brain circulation. Globalization, Societies and Education 4(1): 1–5. Google Scholar | Crossref
Santoro, N, Reid, J, Kamler, B (2001) Making difference count: A demographic study of overseas born teachers. Australian Journal of Education 45(1): 62–75. Google Scholar | SAGE Journals | ISI
Schmidt, C (2010) Systemic Discrimination as a Barrier for Immigrant Teachers. Diaspora, Indigenous, and Minority Education (DIME) 4(4): 235–252. Google Scholar | Crossref
Schmidt, C, Block, L (2010) Without and within: The implications of employment and ethnocultural equity policies for internationally educated teachers. Canadian Journal of Educational Administration and Policy 100: 1–23. Google Scholar
Skerrit, C (2019) Privatisation and ‘destatization’: Achool autonomy as the Anglo-neoliberalism of Irish education policy. Irish Educational Studies 38(2): 263–279. Google Scholar | Crossref
Sleeter, C, Thao, Y (2007) Introduction: Diversifying the Teaching Force. Teacher Education Quarterly Fall 2007: 3–8. Google Scholar
Social Equity Works (2020) Evalution of the Community Languages Schools Leadership and Management Program, SICLE. The University of Sydney. Google Scholar
Trumberg, A, Urban, S (2020) School choice and its long-term impact on social mobility in Sweden. Scandinavian Journal of Educational Research DOI: 10.1080/00313831.2020.1739129. Google Scholar | Crossref
Warner, L (2010) Overseas Trained Teachers: Part of a problem or part of solution? Teacher Education Advancement Network Journal 1(2): 1–19. Google Scholar
Wilkins, C, Gobby, B, Keddie, A (2021) The neo-performative teacher: School reform, entrepreneurialism and the pursuit of educational equity. British Journal of Educational Studies 69(1): 27–45. Google Scholar | Crossref
