Abstract
Participating in the education system of a foreign country, or within a new political dispensation presents
various challenges for teachers. Understanding the challenges that teachers face as a result of relocation
to new geographical and political contexts urges analyzing the contexts, which influence teachers'
personal and pedagogic identities. Drawing on Buell's (1995) insights on place and identity; and Fraser's
(2008) conceptions of social justice, this paper explores how teachers from South Africa, India, Zimbabwe
and the Democratic Republic of Congo reinvent their identities in order to enact their professional and
personal lives within different geo-political and socio-cultural contexts.