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Educational Review Volume 74, 2022 - Issue 6
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Articles

Beyond the tyranny of the typology: moving from labelling to negotiating international school teachers’ identities

Adam PooleInstitute of Impact Studies, International Education Group, Beijing Foreign Studies University, Beijing, ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-5948-0705
ORCID Icon
Pages 1157-1171 | Received 23 Apr 2020, Accepted 11 Jan 2021, Published online: 28 Jan 2021

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Nafsika Alexiadou, Ann-Sofie Holm, Linda Rönnberg & Sara Carlbaum. (2023) Learning, unlearning and redefining teachers’ agency in international private education: a Swedish education company operating in India. Educational Review 0:0, pages 1-19.
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Adam Poole & Tristan Bunnell. (2023) Teachers in ‘international schools’ as an emerging field of inquiry: a literature review of themes and theoretical developments. Compare: A Journal of Comparative and International Education 0:0, pages 1-18.
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Cécile Mathou, Marc Sarazin & Xavier Dumay. (2023) Reshaped teachers’ careers? New patterns and the fragmentation of the teaching profession in England. British Journal of Sociology of Education 44:3, pages 397-417.
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David Bright. (2022) Understanding why Western expatriate teachers choose to work in non-traditional international schools in Vietnam. Teachers and Teaching 28:5, pages 633-647.
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Hila Hagage Baikovich & Miri Yemini. (2022) Parental engagement in international schools in Cyprus: a Bourdieusian analysis. Educational Review 0:0, pages 1-18.
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Articles from other publishers (1)

Tristan Bunnell & Adam Poole. 2021. Precarity and Insecurity in International Schooling. Precarity and Insecurity in International Schooling 121 131 .

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