Name: Global South Knowledge in Northern Systems: Rethinking Teacher Integration Through Open Educational Practices
Start: 2026-10-07T13:40:00-0400
End: 2026-10-07T14:10:00-0400

All sessions are available online except round tables, special activities, and workshops.

Global South Knowledge in Northern Systems: Rethinking Teacher Integration Through Open Educational Practices

Wednesday October 7, 2026 1:40pm - 2:10pm EDT

4 Room T

ID: 31224

Across many education systems in the Global North, internationally trained teachers are increasingly recruited to address persistent teacher shortages and respond to growing linguistic and cultural diversity in classrooms. However, the professional integration of these educators often unfolds within institutional frameworks that implicitly privilege Northern epistemologies, pedagogical traditions, and professional norms. As a result, the knowledge and pedagogical expertise developed in the Global South frequently remain undervalued or invisible within host education systems.This presentation examines how open educational practices (OEP) can provide a transformative framework for rethinking the integration of internationally trained teachers while promoting knowledge as a global public good. Drawing on doctoral research conducted in Ontario’s French-language and French immersion school systems in Canada, this study focuses particularly on educators trained in Cameroon who are navigating professional entry and adaptation within Canadian schools.Using a blended ethnographic and critical autoethnographic methodology, the research explores how internationally trained teachers negotiate professional identity, knowledge legitimacy, and pedagogical adaptation as they transition between educational systems. The findings highlight persistent epistemic asymmetries that shape teacher integration processes, where internationally trained educators are frequently expected to adapt to dominant institutional models while their own professional knowledge remains under-recognized.The presentation argues that open educational practices—including open educational resources (OER), collaborative knowledge-sharing networks, and transnational professional learning communities—can help challenge these asymmetries by enabling more equitable forms of knowledge circulation between the Global South and Global North. Through open platforms and collaborative knowledge ecosystems, internationally trained educators can participate not only as recipients of professional development but also as contributors to global pedagogical knowledge.By situating teacher integration within broader open knowledge ecosystems, this session proposes a shift away from assimilation-based models toward a model of reciprocal epistemic exchange, in which diverse pedagogical traditions are recognized as valuable sources of educational innovation.Ultimately, the presentation highlights how open educational practices can support migrant educators, democratize knowledge production, and foster more inclusive and globally connected education systems.

Speakers

Eric Keunne

PhD Candidate & School Principal (K-12), York University (Glendon Campus), Toronto, Canada

Eric Keunne is a PhD candidate in French Studies at York University whose research examines the professional integration of internationally trained teachers in Ontario’s French-language and French immersion school systems. His work focuses particularly on educators trained in Cameroon... Read More →

Wednesday October 7, 2026 1:40pm - 2:10pm EDT
4 Room T MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Presentation

Speaker Modality In-person
Track Innovating Open Content to Democratize Knowledge

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OEGlobal 2026

Eric Keunne

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OEGlobal 2026

Eric Keunne

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