International migration is attaining new records, diversifying nations' cultural–social landscapes. The number of international migrants is estimated to be about 272 million globally, with nearly two-thirds being labour migrants, surpassing historic projections. Concomitantly, migrant teachers are becoming more prevalent in educational markets; spaces that may serve as institutional vehicles promoting social cohesion and tolerance. Acknowledging that such spaces have an increasing share of faith-based schools—settings that foreground particular groups' cultural and social values—this critical analysis seeks to identify how migrant teachers' aspirations are shaped and ethically negotiated in seemingly exclusive educational sites. Drawing upon migrant teacher interviews from American and Australian faith-based schools, and utilising concepts of motility and institutional viscosity, this paper captures the schools' ‘viscous’ conditions and complex facilitation through which educators professionally move and ethically navigate their practice. Bourdieu's thinking tools of field, habitus, capital and symbolic violence provided a supplementary theoretical framework that draws attention to the evolving discourse of the subordinate ‘invisible foreign educator’ in the faith-based educational setting. The paper portrays strategies of initial institutional welcoming; enabling migrant educators a smooth spatial mobility into the field but challenging them to work against their social mobility aspirations. It illustrates the educators' failed attempts to negotiate intra-institutional transitions; experiencing feelings of trepidation about future professional moves and ethical conflicts between their obligation to adhere to institutional procedures and commitment to operate from an ethic of care. The paper argues for education policies that enable motility over time and empower ethical skilled migration.

中文翻译：

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动力、粘性和场域：美国和澳大利亚信仰学校中移民教师职业流动性和伦理冲突的写照

国际移民正在创造新的记录，使国家的文化社会景观多样化。全球国际移民人数估计约为 2.72 亿，其中近三分之二是劳工移民，超过了历史预测。与此同时，农民工教师在教育市场上变得越来越普遍；可以作为促进社会凝聚力和宽容的机构工具的空间。承认此类空间越来越多地以信仰为基础的学校——这些环境突出了特定群体的文化和社会价值观——这一批判性分析旨在确定农民工教师的愿望是如何在看似排外的教育场所中形成和伦理协商的。借鉴来自美国和澳大利亚信仰学校的移民教师访谈，动力和制度粘性，本文捕捉了学校的“粘性”条件和复杂的便利，教育工作者通过这些条件专业地移动和道德地引导他们的实践。布迪厄关于场域、惯习、资本和象征暴力的思维工具提供了一个补充的理论框架，引起了人们对基于信仰的教育环境中从属“隐形外国教育家”不断演变的话语的关注。该文件描述了最初的机构欢迎策略；使移民教育工作者能够顺利地进入该领域，但挑战他们反对他们的社会流动愿望。它说明了教育工作者在协商机构内过渡方面的失败尝试；对未来的职业行动感到恐惧，以及他们遵守机构程序的义务和从关怀伦理出发的承诺之间的伦理冲突。该论文主张教育政策能够随着时间的推移实现流动性并赋予道德技术移民权力。