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Abstract

Zimbabwean teachers are the largest cohort of foreign teachers in South Africa. This paper explores Zimbabwean immigrant teachers’ migration experiences in South Africa after fleeing from socio-economic and political strife in Zimbabwe post 2000. The data draws from the findings of two studies (one qualitative and the other mixed methods) undertaken in South Africa on immigrant teachers; teachers being a category of highly skilled professionals in demand globally. Both studies were on the nature of teacher migration to South Africa. The former study was centred specifically on Zimbabwean teachers’ reasons for migration and their experiences (undertaken in 2011) and the other more broadly on immigrant teachers’ experiences (undertaken in 2012). Bhabha's construct of diasporic identity was used as a portal to understand immigrant teachers’ socio-economic and professional experiences in South Africa. The findings revealed that Zimbabwean immigrant teachers can be conceived as nomads, experiencing multiple struggles personally and professionally, which commenced from their entry into South Africa, in their search for acceptance. Their ‘othering’ which locates them in a marginalized position results in them being treated with hostility by government officials, ignored for their contribution to educational development in South Africa and being fearful, prone to xenophobic attitudes and behavior in schools and society.

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Living in Liminal Spaces: Zimbabwean Immigrant Teachers’ Othering in South Africa *

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