The Apparatuses of Conflict

Blyth, Carmen

doi:10.1007/978-3-319-46783-2_4

Cited by 2 publications

(3 citation statements)

References 27 publications

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“…Savva, 2015) for being ‘insufficiently nuanced to capture this group’s motivations and identities’ (Bailey & Cooker, 2019, p. 129). Fortunately, the last few years have seen a growing interest in the lives and experiences of teachers in international schools (Arber et al, 2014; Bailey, 2015; Blyth, 2017; Bunnell, 2016, 2017), which could be likened to something of an international school teacher turn in the field of international education. Of particular note is how this literature has explored the positive and negative experiences of working in international schools by appropriating the constructs of the Global Middle Class (Tarc, Tarc & Wu, 2019) and the precariat (Bunnell, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…This teacher type resonates with findings from my own research into non-qualified international school teachers in Chinese Internationalised Schools who became international school teachers as a means to an end, or out of sheer economic necessity, being unable to find comparable employment in their home countries (Poole, 2019b). The economic benefits of being employed in international schools are balanced by increasing precarity, such as short-term contracts (Bunnell, 2016), little or no recourse to representation in contract disputes (Blythe, 2017), and the psychological effects of living away from one’s home country for an extended sojourn, such as a sense of permanent liminality and feelings of self-doubt that can manifest as a loss of self-efficacy in relation to one’s teaching practice (Poole, 2019a).…”

Section: Introductionmentioning

confidence: 99%

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Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework

Poole

2020

Jnl of Research in Internatl Education

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This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools typically cater to local middle-class elites and offer some form of international curricula, such as the International Baccalaureate Diploma, alongside study of the Chinese national curriculum. Rather than utilising a priori teacher types derived from existing typologies, the framework utilises teachers’ lived experiences to inductively construct a ‘snap-shot’ of their teacher identity. Drawing upon postmodern approaches to teacher identity, identity is conceptualised as an ongoing dialogic process. Interview data with an international school teacher called Tyron (a pseudonym) is utilised in order to take the reader through how the framework is intended to be put into practice. The framework is an alternative approach to researching international school teachers that guides researchers away from labelling teachers by observation and instead looks at what they do and their histories. Moreover, this approach involves both the researcher and the teacher, and not, as is typically the case, only the researcher.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework

Poole

2020

Jnl of Research in Internatl Education

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“…Moreover, the main premise of that paper, that some types of teacher (mainly native English-speaking and Western-trained) are seemingly preferred to others in international school recruitment, implied a degree of positive discrimination that still warrants attention, and some theorisation. Recent comment about the ‘White Anglophone hegemony’ (Savva, 2017: 583) shows that the topic is still ripe for critical discussion, as does recent auto-ethnographical evidence (Blyth, 2017). The issue of differential contracts and the differing, hierarchical treatment of ‘local’ and ‘expatriate’ teachers has been raised (Hayden and Thompson, 2020: 3) as one that needs a re-think, whilst Hatch (2020: 12) has recently argued the case for revisiting differentiated contracts and preferential perks in favour of ‘overseas hire’ educators (what he calls the ‘elephant in the room’) in international schools.…”

Section: The Historical Contextmentioning

confidence: 99%

Exploring enduring employment discrimination in favour of British and American teachers in ‘traditional international schools’

Bunnell

Atkinson

2020

Jnl of Research in Internatl Education

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Volume 2 of this journal included an article (Canterford, 2003) which discussed ‘segmented labour markets’ in ‘international schools’. Using an economics lens, that paper investigated the predominance of British and American educators, concluding that a form of discrimination existed which was driven by demand-side factors. In particular, Canterford identified a labour market dominated by British and American actors, asserting that ‘requirements discriminate very effectively against teachers from certain areas of the world.’ Our paper re-visits and advances Canterford’s discussion, and argues that not only does there still seem to be a reliance on native English-speaking Anglo-American actors in what might be described as ‘traditional international schools’, but there is a further need to move beyond economic theory towards the application of a sociological one. By applying Pierre Bourdieu’s Social Field Theory we show how positive discrimination in favour of native English-speakers from certain Western/Global North nations can occur within a discrete level of activity, creating a condition that is evident yet most often misrecognised. A complex set of doxa endures within the arena, beginning at recruitment level and continuing within curriculum-delivery and teacher-retainment levels. We show how the field in general possesses a normative belief-system that promotes division within the labour market, yet at the same time makes it seem natural, legitimate, and ‘legal’. This situation, the nomos, is a powerful, structural condition that helps make positive discrimination in favour of British and American actors seem so fundamentally normal as to remain, for the most part, unremarked. The topic still requires substantially more investigation and validation. However, by theorising it, and thus better confronting it, we can arguably begin to deal with it.

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The Apparatuses of Conflict

Cited by 2 publications

References 27 publications

Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework

Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework

Exploring enduring employment discrimination in favour of British and American teachers in ‘traditional international schools’

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