Abstract
The purposes of this chapter are to (1) explore what kind of organizational and social behaviours shape the experiences of educators when viewed through a lens of sexuality, ethnicity, and language, and (2) ascertain the responses of educators to these behaviours. I chose to examine gay male, immigrant educators living in Canada because they occupy a multiple-marginalized position based on their language, ethnicity, and sexuality differences, and yet, hold a position of power by way of their gender and professional status.
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Mizzi, R.C. (2016). Beyond Silos of ‘Sexuality’, ‘Ethnicity’, and ‘Language’. In: Schmidt, C., Schneider, J. (eds) Diversifying the Teaching Force in Transnational Contexts. Transnational Migration and Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-663-7_9
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DOI: https://doi.org/10.1007/978-94-6300-663-7_9
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