Foreword -- Introduction: Lessons to be Learned from the International Comparison -- Section 1: Operationalizing the Diversification of the Teaching Force -- The Cultural Diversification of the Scottish Teaching Profession: How Necessary Is It? -- Becoming the “Good Teacher”: Professional Capital Conversion of Internationally Educated Teachers -- One Step Forward, Two Steps Back: The Continuing Saga of Black and Minority Ethnic Teacher Recruitment and Retention in England -- Section 2: The Roles of Identity and Institutions in Diversifying the Teaching Force -- No Dreads and Saris Here: The Culture of Teacher Education Conformity and the Need for Diverse Representation amongst Teaching Staff -- Self-Efficacy of Teachers with Migrant Background in Germany: Handling Linguistic and Cultural Diversity in School -- Fostering Globalism: Community Partnership to Grow Your Own Teachers -- Section 3: Racialization and ‘Othering’ of Transnational Teachers and Educators of Colour -- Muslimization – “Othering” Experiences of Students in Academic Teacher Programs -- Beyond the Demographics: Supporting the Retention, Growth and Leadership Potential of Social Justice Oriented Teachers of Color -- Beyond Silos of ‘Sexuality’, ‘Ethnicity’, and ‘Language’: Educator Identity and Practice in Adult Education Contexts -- Racism Experienced by Teachers of Color in Germany: Racialization and Hierarchical Positioning -- Section 4: Access to the Teaching Profession for Diverse Teachers from Transnational Contexts -- The Contributions of Internationally Educated Teachers in Canada: Reconciling What Counts with What Matters -- Challenging the Homogeneity of the Elementary School Teaching Force in Ireland -- Barriers and Opportunities: Trajectories of Teachers with Turkish Background and the Institutional Context in Germany -- Forced Migration and Education: Refugee Women Teachers’ Trajectories in Canada and the UK."Diversifying the teaching force has become a priority in many migrant-receiving jurisdictions worldwide with the growing mismatch between the ethnic backgrounds, cultures, languages, and religions of teachers and those of students and families. Arguments for diversification tend to be couched in terms of disproportionate representation and students from minority backgrounds needing positive role models, yet research identifies other compelling reasons for diversification, including the fact that teachers of migrant backgrounds often possess outstanding qualifications when multilingualism and internationally obtained education and experience are taken into account, and the fact that all students, including majority-background students, benefit from a diversity of role models in schools. Nevertheless, the process of diversification is fraught with complexity. Depending on the context, systemic discrimination, an oversupply of teachers in the profession generally, and outdated hiring policies and practices can all impede efforts to diversify the teaching force. This volume comprises original research from Canada, the U.S., Germany, Ireland, Scotland, and England that problematizes issues of diversifying the teaching force and identifies promising practices. A foreword written by Charlene Bearhead of the National Centre for Truth and Reconciliation questions the very purpose of education in and for diverse societies. An introduction written by the editors defines key concepts and establishes a rationale for diversifying the teaching force in migrant-receiving contexts. Following this, key international scholars offer empirical perspectives using a range of methodologies and theories rooted in critical social science paradigms. The volume informs future research, programming, and policy development in this area."< .