Marginalization, Intersectionality, and Social Justice Leadership: A Case of Internationally Educated Teachers (IETs)

Oct 15, 2026

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The article examines how educators are marginalized within Canada’s education system, focusing on intersectionality and the resulting severe marginalization of internationally educated teachers (IETs), especially women. Drawing on existing literature and Ryan’s (2006) social justice leadership theory, it identifies ten strategies school leaders can use to address teacher marginalization. It discusses systemic barriers rooted in bias, discrimination, unequal access, credential transfer obstacles, and power imbalances that contribute to exclusion and microaggressions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Marginalization and intersectionality in Canadian education

Intersectionality and power imbalance

Credential transfer and employment protocols

Discrimination, inclusion, and systemic barriers

Employment Equity Act framework

Statistics and discrimination prevalence

Personal experience and leadership implications

REFEREED ARTICLE Marginalization, Intersectionality, and Social Justice Leadership: A Case of Internationally Educated Teachers (IETs) Mabel Dzigbordzi Abstract This article discusses the different ways in which some groups of educators are marginalized within the Canadian education system. The author draws on existing literature to examine how intersectionality in complex identities causes severe marginalization for Internationally Educated Teachers (IETs), especially female IETs. The author found ten strategies from Ryan’s (2006) theory of social justice leadership to help school leaders to address teacher marginalization. Per the Canadian federal law on Employment Equity Act (S.C. 1995, c. 44), most educational institutions and employment agencies declare an acknowledgement of diversity, inclusion, and equity in their recruitment processes; the aim is to (i) increase representation (women, persons with disability, Aboriginal people, and visible minorities), (ii) accommodate differences (cultural, religious, ethnic, individual/identity etc. ), and (iii) ensure equal treatment of all individuals within institutions. However, some teachers have reported that there are still gapsin achieving diversity, inclusion , and equity within the Canadian teaching force (Duggleby & Badali, 2007; Vangool, 2020) . Certain groups of educators are marginalized and continue to experience challenges due to systemic issues rooted in biases and discrimination, unequal access to opportunities, and cultural or societal perceptions (Carr, 2008; McMahon et al. , 2014) . Educational leaders need to pay attention to the different ways that these multiple teacher backgrounds create unique experiences of marginalization – and take steps to address them. Internationally educated teachers (IETs) are vulnerable to marginalization. Their foreignearned educational credentials, cultural differences, perceptions of racialized backgrounds, and complexities in employment protocols often leave them in marginalized conditions resulting in experiences of discrimination, exclusion, and microaggressions within the learning organization. Pollock (2010) explained: Not all teachers possess equal power. The power of a teacher is determined by their status within the group of teachers that makes up the workforce. Certain groups of teachers, particularly those employed in non-permanent arrangements generally have less access to power than those in permanent positions, placing them in a weaker position. (p. 109) The power imbalance particularly affects IETs who have been unable to transfer their credentials to obtain teaching certificates in Canada. These IETs are forced into nonpermanent positions, limited in their power and influence, which intensifies their marginalization and leaves them vulnerable to exclusion and systemic discrimination. The hierarchy of school structure positions certain groups of educators at the bottom indicating their limited access to power and subject to the authority of those with higher power (Pollock, 2012) . Substitute teachers, educational assistants, and teachers in non-permanent positions are by “default marginalized” and work in arrangements that set them up for marginalization (Pollock, 2010, p. 3) . They have the least sense of classroom autonomy, access to professional development, and power in decision-making (Kraft, 1980) . Duggleby and Badali (2007) confirmed that 80% of occasional teachers are foreign-educated and may suffer additional marginalization in the education system. IETs are not treated fairly and beliefs, biases, and discrimination against them as a group act as barriers limiting their interaction with other teachers (El Bouhali, 2019) . Statistics Canada’s (2021) report reveals that almost 50% of black individuals aged 15 and above in Canada have encountered some form of discrimination. In the country, visible minorities constitute 27.3% of the population aged 25 to 64 and around 40% of those holdi

FAQs

Which educator group does the article focus on, and why are they vulnerable to marginalization?

The article focuses on internationally educated teachers (IETs). It argues that untransferable foreign credentials, cultural differences, perceptions of racialized backgrounds, and complex employment protocols often place IETs in marginalized conditions marked by discrimination, exclusion, and microaggressions.

How does intersectionality intensify marginalization for teachers in this article?

The article explains that complex identities interact with systemic biases and discrimination, producing severe marginalization. It particularly emphasizes intersectionality for female IETs, showing how overlapping factors shape unique and intensified experiences.

What approach does the article propose for school leaders to address teacher marginalization?

Based on Ryan’s (2006) theory of social justice leadership, the author reports ten strategies that school leaders can use to address teacher marginalization, aiming to improve practices that promote diversity, inclusion, and equity for all teachers.

Oct 15, 2026

Uploaded by Blitz