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One of the features of contemporary society is the increasing global mobility of professionals. While the education industry is a key site of the demand for contemporary global professional migration, little attention has been given to the global circulation of education professionals. Over past decades, immigrant teachers have been an important component of skilled and professional immigration into Australia, there is no comprehensive contemporary national study of the experiences of immigrant teachers in Australia. This article aims to fill this gap and to answer questions about their decision to move to Australia, their experience with Australian Education Departments in getting appointed to a school, their experiences as teachers in the classroom and in their new Australian community. It draws on primary data sources - in the form of a survey of 269 immigrant teachers in schools in NSW, SA and WA conducted in 2008-9 - and secondary sources - in the form of the 2006 national census and Longitudinal Survey of Immigrants in Australia – to provide insights into immigrant teachers in Australian schools, adding also to our understanding of Australia’s contemporary immigration experience.

This article offers a contextual analysis of contemporary immigration issues impacting the institutions in the United States, in particular the school. It discusses the importance of addressing this theme in the classroom and presents its curricular value in the elementary and middle school social studies and interdisciplinary curricula. Using a picture book thematic text set on the topic of immigration allows for multiple curricular venues and connections through which teachers can address the complexities of immigration. Included is a recommended thematic text set annotated bibliography of twenty-three picture books of different reading levels about historical and mostly contemporary immigration issues. This annotated bibliography is a valuable curriculum resource for teachers because it supports the social studies’ curriculum and its integration with other subject areas, such as language arts and the arts. Each book's bibliographical information offers teachers suggested teaching focal themes and content knowledge, target processes of inquiry and discussion, and attitudinal dispositions that can be fostered. [ABSTRACT FROM PUBLISHER]

This article aims to discuss the contexts of political reception of Human Rights as a guideline for significant conditions in which Brazilian immigrants are received in the current European geographies. First, we discuss the notion of referentiality of the precepts of emerging identities through the philosophy of interpretive signs of cultural belonging, analized contrastively in conjunction with Human Rights. In a second step, there is a discussion of the migratory networks and elementary voids of inter-ethnic understanding notions. Finally, the article deepens these relations taking as a case study the size of the rhetoric but media dimension of comprehensive media discourses in Spanish media, observing the new thematic agendas and semiotic naturalisms linked to Latin American popularized through the imaginary social distributive of Spanish press. [ABSTRACT FROM AUTHOR]