The Dark Side: Teacher Emotions and Their Affect/Effect on Conflict

Blyth, Carmen

doi:10.1007/978-3-319-46783-2_5

Cited by 3 publications

(5 citation statements)

References 18 publications

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“…As already stated, we had noticed how (auto)ethnography in particular has become a popular research method (e.g. Blyth, 2017 ; Burke, 2017 ), and one that offers the IST a means to self‐reflect on both the negative experiences and the positive coping strategies that were adopted. This sort of pragmatic/practical research would arguably be difficult to carry out with external researchers, given the ethical implications of recalling the upsetting and emotive conditions of precarity and insecurity.…”

Section: Discussionmentioning

confidence: 99%

“…Whilst there has yet to be an (auto)ethnographic study on the pandemic in relation to international schooling, a number of (auto)ethnographic studies exploring the lived experiences of ISTs have been undertaken, which serve as inspiration for our paper (e.g. Blyth, 2017 ; Burke, 2017 ). Blyth's frank (auto)ethnography explored ‘the teacher's position in an international school as subordinate and how [the teacher] is wronged on three counts; epistemically for being wrongfully mistrusted, ethically for being wrongfully excluded and ontologically for being wrongfully positioned as a lesser human being’ (p. xv).…”

Section: Methods and Methodologymentioning

confidence: 99%

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Precarious privilege in the time of pandemic: A hybrid (auto)ethnographic perspective on COVID‐19 and international schooling in China

Poole

Bunnell

2022

British Educational Res J

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Although the impact of the global COVID‐19 pandemic in terms of school closure and the sudden shift to online learning has started to be explored, little has so far been written about the impact on teachers. This paper addresses this gap by drawing on the first author's autoethnographic experiences of working in the growing body of ‘non‐traditional’ international schooling in Shanghai, China, during the first wave of the pandemic in early 2020. These experiences are complemented by insights from other teachers from the author's school site, leading to a hybrid (auto)ethnographic perspective. By utilising and developing the emergent concept of ‘precarious privilege’, we can see that whilst the pandemic has restricted teachers' movements and agency in a physical sense through lockdowns and travel restrictions, this immobility also fosters new symbolic and physical spaces, which in turn give rise to new forms of privilege. The privilege in this context is not financial, as is often the case, but rather existential (reclaiming a more authentic self) and spatial (the school offers teachers security) in nature. This fresh, nuanced approach to discussing precarity is timely and necessary. Given the novelty of the situation we now find ourselves in, new positionings are required to orient the individual and the researcher to a post‐pandemic world. This paper offers one such positioning in the form of autoethnography for (re)imagining precarity and privilege in international schooling within the context of an emerging new world.

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Section: Discussionmentioning

confidence: 99%

Section: Methods and Methodologymentioning

confidence: 99%

Precarious privilege in the time of pandemic: A hybrid (auto)ethnographic perspective on COVID‐19 and international schooling in China

Poole

Bunnell

2022

British Educational Res J

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“…Studies on expatriate teachers’ experiences in international schools suggest a number of future directions. The literature has explored has explored teachers’ identities (Bailey and Cooker, 2019), experiences of precarity (Blyth, 2017), intercultural adaptation (Savva, 2017). Taking a cue from this literature, future research could explore these themes in relation to Chinese teachers, which would also deepen the development of a ‘Chinese voice’.…”

Section: Discussionmentioning

confidence: 99%

“…Reflecting the changing nature of international schooling, the literature has started to explore the international school teacher experience. Researchers have focused on understanding teachers’ perceptions of the effects of high student turnover (Hacochen, 2012), experiences of precarity (Bunnell et al, 2017; Poole, 2021), unfair dismissal (Blyth, 2017), micropolitics (Caffyn, 2018) and intercultural adaptation (Savva, 2017). Researchers have also developed a number of international school teacher typologies (Bailey and Cooker, 2019; Cambridge, 2002; Rey et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

More than interchangeable ‘local’ teachers: Host country teachers’ journeys into internationalised school teaching in China

Poole

2022

Research in Comparative and International Education

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In order to address the paucity of research on Chinese teachers and to foreground their ‘Other (ed)’ ways of knowing and experiencing, this paper draws on interviews with 15 host country Chinese teachers from three internationalised schools in China. Specifically, this paper explores the participants’ pathways into internationalised schooling. These pathways include an attachment to the local, a way to escape the vicissitudes and precarity of private language school teaching, a (re)entry point for teachers returning to China after studying/working overseas, and a vehicle for social mobility. The findings suggest that host country teachers as a group are far more diverse than has been assumed, with many of teachers migrating into internationalised school teaching from other educational sectors (such as language tutoring) or non-educational sectors (such as I.T.). The findings have implications for educational policy making for internationalised schooling in China, particularly in terms of notions of professionalism and what this might mean within the context of internationalised schooling.

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“…Since Mayer’s (1968) seminal study, the arena has often been viewed as involving much turbulence and tension, with high levels of turnover. A rare auto-ethnographic and personalised account of one person’s reality (Blyth, 2017) paints a very bleak picture of being an expatriate teacher. The fragmentation of many international schools can lead to much micro-politics (Caffyn, 2015) caused by ‘issues of identity, fear and vulnerability’ (Caffyn, 2010: 50).…”

Section: Introductionmentioning

confidence: 99%

The social reality of working overseas in the ‘Chinese Internationalised School’: Exploring cliques as a precarity and insecurity coping strategy

Bunnell,

Poole

2024

Jnl of Research in Internatl Education

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The number of international schools hit the 6,000-mark in 2012, and the 13,000-mark in 2022. In spite of continuous growth and diversity of provision, paradoxically some literature continues to paint a largely negative sociological imagination, associating the arena with micro-politics, high turnover, and increasing precarity. At the same time, the social reality of working in the arena remains under-reported and under-theorised. The largest number of international schools are now in China, where two-thirds are of the ‘non-traditional’ type. Our paper focuses on the experiences of two expatriate teachers in that relatively new field. In order to address the questions of ‘how do teachers cope?’, and ‘what strategies do they adopt?’, our paper delves into the under-reported social reality of ‘cliques’. By adopting a ‘positive sociology’ lens of inquiry, we begin to address the role that cliques-formation might have in dealing with precarity and insecurity, especially that of ‘friendship precarity’ caused by constant transitions and short-term contracts. It can be seen that cliques offer a natural, quick, and practical solution to addressing precarity, helping over time to create resilience, and should not be viewed solely within a negative sociological imagination.

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The Dark Side: Teacher Emotions and Their Affect/Effect on Conflict

Cited by 3 publications

References 18 publications

Precarious privilege in the time of pandemic: A hybrid (auto)ethnographic perspective on COVID‐19 and international schooling in China

Precarious privilege in the time of pandemic: A hybrid (auto)ethnographic perspective on COVID‐19 and international schooling in China

More than interchangeable ‘local’ teachers: Host country teachers’ journeys into internationalised school teaching in China

The social reality of working overseas in the ‘Chinese Internationalised School’: Exploring cliques as a precarity and insecurity coping strategy

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