Unheard Voices: Transformative Workplace Learning and Support Experiences of Racialized Migrant Women English Instructors in Ontario Higher Education in Canada

Abstract

Racialized migrant women English instructors in higher education have been an underrepresented minority group of teaching professionals in Ontario, Canada. This study investigates highly experienced racialized migrant instructors’ workplace learning and support experiences. It aims to reveal how transformative their professional learning experiences are and how transformative their workplaces are in including them as newcomer community members. This article provides the literature review to demonstrate why this study was necessary and preliminary findings answering two research questions to display how equitable and inclusive Ontario higher education workplaces are to these understudied teaching professionals in Ontario. The study findings suggest that online professional communities can create a learning and development space for them by serving their unfulfilled needs in the workplace.