Title: From Refuges to Role Models: Immigrant Teachers Make A Difference in Their Communities
Abstract:
Immigrant teachers in the United States are creating a positive impact in their communities by bringing their personal experiences and cultural backgrounds into the classroom. Despite often facing challenges in their journeys to become teachers, many immigrant educators have become passionate advocates for education and positive change. This article shares the stories of several such teachers, highlighting their paths to becoming educators, their teaching philosophies, and the ways in which they are making a difference.
Introduction:
In the midst of a growing national concern about immigration and its role in shaping American society, a quiet but powerful change is taking place in local communities across the United States. Immigrant teachers from diverse backgrounds are not only finding success in the teaching profession but are also influencing the lives of their students and the fabric of the communities they serve.
Backstory:
In the first half of the 1990s, the Education Commission of the States observed a significant increase in teacher turnover rates in the country. This was largely due to the difficulties faced by new teachers in adapting to the demands of the American education system, as well as the high expectations faced by students in the education sector. Since then, there has been a dedicated effort to attract and support new teachers, particularly individuals from diverse backgrounds.
Teachers’ Stories:
One exceptional example of immigrant teachers contributing to their communities is Jelena Radovanov, a former refugee and current teacher in a Bronx, New York, district. Radovanov made the difficult decision to relocate to the United States and begin a new life amidst the chaos and uncertainty after the war in her former country. Her determination earned her a Bachelor’s Degree in Education from a highly respected institution and a Masters in Education from a regional institution. As a way to give back to society, Radovanov opted to become a teacher while working as a translator on the side.
Another fascinating story is that of teacher Fatima Abdi-Hussen, a Somali transplant who has dedicated her skills to teaching her students using a unique and engaging philosophy. Abdi-Hussen has been able to break down cultural barriers by allowing her students to share aspects of their culture and to engage in cross-cultural understandings. Abdi’s philosophy is that by making education more engaging and memorable, students are more eager to learn.
Conclusion:
The stories of Jelena Radovanov, Fatima Abdi-Hussen, and other exceptional immigrant teachers in the US demonstrate the importance of educators in shaping the lives and minds of future generations of Americans. As the community continues to grow and adjust to the increasing diversity they have become, it seems clear that these teachers of diverse backgrounds are not merely teachers but role models capable of inspiring hope and helping their students succeed. This trend is crucial for achieving the goal of creating strong, inclusive communities that serve the needs of all participants.
References:
1. Education Commission of the States. (1995) Teacher Turnover: Key Issues and Research Findings.
2. National Academy of Sciences. (2020) Strengthening the Teaching Profession: Emerging Directions for Teacher Preparation Policy.
3. National Immigration Law Center. (n.d.) Teaching and Permanence for Undocumented Students.
4. Jelena Radovanov. (2019). The Power of Education – An Immigrant’s Success Story. TEDxBrooklyn.
5. Education Week. (2021) Immigrant Teachers Boost Diversity in Classrooms: Report.
