Seeking the cosmopolitan teacher: internationalising curricula in a Canadian preservice teacher education program

Tarc, Paul; Budrow, James S.

doi:10.1080/13540602.2022.2062744

Cited by 3 publications

(1 citation statement)

References 32 publications

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“…Our study contributes to the growing literature that examines the lived experiences of international school teachers (Brady, 2022;Bright, 2022;Budrow, 2021;Estaji & Tabrizi, 2022;Johnson, 2022l Poole, 2022Tarc & Budrow, 2022) as well as literature on international schooling in China (Bunnell & Poole, 2022;Poole, 2021;Teng & An, 2021;Wright & Mulvey, 2022;Wu & Koh, 2022a, 2022bYing & Wright, 2021). Specifically, this paper has sought to poole and bunnell examine the seemingly precarious experiences of international school teachers in a more positive light.…”

Section: Discussionmentioning

confidence: 92%

‘I’ve Become a Lot Tougher’: Expatriate Teachers’ Experiences of Precarity and Resilience in Non-Traditional International Schools in China

Poole

Bunnell

2023

Beijing Int. Rev. Educ.

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The arena of education known as ‘international schooling’ has grown enormously, from a body of 2,500 schools in 2000 to almost 13,500 by 2022. By 2019, China had emerged as having the most schools delivering a non-national curriculum in English outside of an English-speaking nation. The arena continues to be dominated by British and North American educators. One enduring aspect of workplace reality is the short-term contract, normally of between two and three years. The field is acknowledged to be inherently precarious and insecure, with high levels of turnover, and a bleak ‘negative’ lens of imagination has always persisted. This paper focuses attention on the lived experiences of expatriate teachers among the growing body of ‘non-traditional international schools’ that might be best termed ‘Chinese Internationalised Schools’. Through in-depth phenomenological interviewing of six expatriate teachers, the reality of ‘short-termism’ was examined. Whilst the findings highlighted, as expected, the negative aspects of short-term employment, the findings also identify many positive outcomes. These include opportunities for developing resilience, agency, and reinvention. This offers scope for a new vision, based upon the accumulation of ‘resilience’, which helps to explain the continuous growth of the arena despite the presence of precarity.

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Section: Discussionmentioning

confidence: 92%

‘I’ve Become a Lot Tougher’: Expatriate Teachers’ Experiences of Precarity and Resilience in Non-Traditional International Schools in China

Poole

Bunnell

2023

Beijing Int. Rev. Educ.

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How might IB classroom pedagogy ‘make a better world?’ (Toward) illuminating a promising IBDP teacher praxis

Lyons

Tarc

2022

Globalisation, Societies and Education

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Hosting Early Study Abroad Students in Ontario: Internationalization of Education Dynamics in Secondary Schooling

Bell

Tarc

Schecter

et al. 2023

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This study illuminates the current policy and practice dynamics and tensions of school internationalization in the province of Ontario generated by the increasing presence of international students at the secondary school level, identified as early study abroad (ESA) students. It conducts a comparative thematic analysis of a set of interviews with school- and board-level stakeholders of internationalization alongside a critical policy analysis of a key provincial policy text. We find that ESA-based internationalization is largely run out of internationalization offices resourced to focus on student recruitment and administrative support, with oversight of homestay and custodianship being significant components. The more idealistic visions of school internationalization emphasized in provincial policy and some school discourse occur in a more reactive fashion. On-the-ground educational support of these newcomer ESA students is shouldered by schools and educators within their existing and limited capacities, while the intercultural dimensions and benefits remain largely aspirational.

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Seeking the cosmopolitan teacher: internationalising curricula in a Canadian preservice teacher education program

Cited by 3 publications

References 32 publications

‘I’ve Become a Lot Tougher’: Expatriate Teachers’ Experiences of Precarity and Resilience in Non-Traditional International Schools in China

‘I’ve Become a Lot Tougher’: Expatriate Teachers’ Experiences of Precarity and Resilience in Non-Traditional International Schools in China

How might IB classroom pedagogy ‘make a better world?’ (Toward) illuminating a promising IBDP teacher praxis

Hosting Early Study Abroad Students in Ontario: Internationalization of Education Dynamics in Secondary Schooling

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