"Sustaining" England's education system, although England education system not "sustaining" them: Race, qualifications and career progression among Overseas Trained Teachers (OTTs)

Despite the relatively large numbers of Overseas Trained Teachers (OTTs) to England, their development and career progression appear to have gone off the policy and practice radars – although they are continually being... [ view full abstract ]

Despite the relatively large numbers of Overseas Trained Teachers (OTTs) to England, their development and career progression appear to have gone off the policy and practice radars – although they are continually being recruited to fill increasing vacancies in primary and secondary schools. Although it has been argued that education systems in some source countries, in particular, developing countries, are affected by the loss of qualified and experience teachers to England (and elsewhere), it has been shown that the presence of OTTs in England contributes to stability and continuity of schooling. OTTs also contribute in terms of adding international perspectives to teaching and learning and through being able to provide students/ learners with situated examples of events and practice in their home countries and/or in other countries within which they may have worked. Despite this however, there is some research evidence that suggest the career progression of OTTs appear to be flatlined with many having not been promoted to senior leadership roles. Furthermore, OTTs from Black Asian and Minority Ethnic (BAME) backgrounds, in particular those from the Caribbean and Africa, are least likely to be promoted- although this is not the case from OTTs from non-BAME backgrounds. Drawing on findings from a Tracer Study of OTTs from the Caribbean recruited between 2001- 2008, this qualitative study examines how a lack of recognition of the original qualifications possessed by OTTs has influenced and is contributing to their lack of/ delayed promotion, progression. Drawing on social identity theory and Bourdieu’s cultural capital, this paper argues that there are epistemological and ontological issues of difference and recognition in England’s educational system, built on a politics of knowledge which accepts and promote the qualifications and knowledge held by some OTTs as valid and equivalent, thus creating an imbalance in the treatment and advantaging of some OTTs over others.   

Keywords: Race, Overseas trained teachers, politics of knowledge, career progression