“It’s not the intent but the outcome that matters”: how the four-year rule and structural racism undermine the contribution of overseas trained (OTTs) in England

This autoethnographic research explores how the four-year rule enacted in 2014, covert racism and other factors undermine Overseas Trained Teachers (OTTs) in England. It hypothesises that the rule and other factors disadvantage the teachers, who originate from the Global South, more than their counterparts. It addresses three research questions: how do OTTs change consciously and subconsciously? To what extent is racism a factor in the experiences of OTTs and, what interventions might improve OTTs experiences? Through open-ended questions, the research gives the voice to five participants, all appointed as OTTs originating from Sri Lanka, Ecuador, Jordan, Uganda, and Sierra Leone to enter the debate (as illustrated overleaf) and to articulate their experiences. Framed around ‘professional refraction’, the thesis shifts the focus from the deficit position portrayed by the four-year rule to the under-researched previously undocumented unique potential and qualities they bring.

The thesis draws on Bourdieu’s tools to understand the capitals and values OTTs embody; school culture to explore potential cultural clashes and, relative deprivation theory to predict how OTTs might react. Critical race theory is extensively used to illuminate the findings analysed under four themes of loss/removal of one’s identity, racism, under-researched capitals, and positive experiences under opportunities for personal development. Although overt racism was rare, the thesis unveiled widespread hidden racism in the form of stereotype allocation of roles, accent and exhausting patronising questions frequently endured by the teachers. Autoethnography and autobiography are woven together to inform the discussions and recommendations.

The thesis concludes that OTTs face unique everyday nuanced racism, and they are impacted differently, by the four-year rule, depending on the headteacher who employed them. Other unique challenges include teaching an unfamiliar curriculum in school environments they were not previously exposed to. The thesis contributes to the body of knowledge around teacher recruitment and retention by raising the profile of and highlighting OTTs’ unique knowledge and skills if properly managed. It also enriches the critical race theory by introducing new concepts of cultural literacy and professional injustice, to mitigate the backlash.