Inside and outside: minority immigrant teachers in Canadian schools

This piece emerges from a 1992‐93 study concerned with the identities and careers of racial minority teachers who have immigrated to Canada. The author uses a life history approach to examine the understandings of a group of minority teachers, of their relationships with their students and related issues concerning colleagues and administrators, their formal and informal teaching roles and assignments, and the satisfactions and frustrations they encounter in their work. The findings of this research contributes to the literature on school improvement by focusing on race and culture of both the students and teachers. The author explicates the implications of her work for policy and practice.