Introduction

The introductory chapter begins by clarifying the rationale that led the editors to delve into this project despite the many challenges in this field of study. First, we outline the rationale that preceded our journey, while explaining the gap in the academic literature in this field. Thereafter, we address each of the four parts of this book. The first part deals with immigrant and immigrant-origin teachers. It reviews the social and linguistic challenges they face in geopolitical contexts in Israel, Europe, and the USA. The second part reviews the experiences of indigenous teachers as minorities in multilingual and bilingual schools. The third focuses on international minority teacher educators, and examines the pedagogical and cultural challenges they face as educators, instructors, and supervisors of pre-service teachers. The fourth and final part showcases ethnic minority teachers integrated into educational frameworks around the globe, highlighting the challenges and benefits involved. We conclude this chapter by presenting the potential contributions of the empirical evidence contained in this open-access book to the growing theoretical and practical understanding of the potential benefits and risks involved in these processes.