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Discourse: Studies in the Cultural Politics of Education Volume 40, 2019 - Issue 5: The Global Middle Class: Schooling Choices, Educational Practices, and Challenges for Local Curricula
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Articles

Anglo-Western international school teachers as global middle class: portraits of three families

Paul TarcFaculty of Education, University of Western Ontario, London, ON, CanadaCorrespondence[email protected]
,
Aparna Mishra TarcFaculty of Education, York University, Toronto, Canada
&
Xi WuFaculty of Education, University of Western Ontario, London, ON, Canada
Pages 666-681 | Published online: 27 Jan 2019

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Hila Hagage Baikovich & Miri Yemini. (2024) Parental engagement in international schools in Cyprus: a Bourdieusian analysis. Educational Review 76:3, pages 526-543.
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Hannah Soong & Garth Stahl. (2023) Negotiating ‘global middle-class’ teacher professionalism: using transnational habitus to explore the experiences of teacher expatriates in Shanghai. International Journal of Qualitative Studies in Education 36:9, pages 1781-1794.
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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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Wenxi Wu & Aaron Koh. (2023) REINING IN THE INTERNATIONAL: HOW STATE AND SOCIETY LOCALISED INTERNATIONAL SCHOOLING IN CHINA. British Journal of Educational Studies 71:2, pages 149-168.
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John Lyons & Paul Tarc. (2022) How might IB classroom pedagogy ‘make a better world?’ (Toward) illuminating a promising IBDP teacher praxis. Globalisation, Societies and Education 0:0, pages 1-20.
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Adam Poole. (2022) Beyond the tyranny of the typology: moving from labelling to negotiating international school teachers’ identities. Educational Review 74:6, pages 1157-1171.
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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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Brian Brady. (2022) “We Think You’ll Make a Great Fit”: Navigating the Precarity of Being a Gay International Teacher. The New Educator 18:3, pages 225-239.
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Xi Wu & Jiajun Tao. (2022) International students’ mobility and lives in transnational spaces: pragmatic or dedicated cosmopolitans?. Educational Review 0:0, pages 1-22.
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Sin Yee Koh & I Lin Sin. (2022) Race, whiteness and internationality in transnational education: academic and teacher expatriates in Malaysia. Ethnic and Racial Studies 45:4, pages 656-676.
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Tristan Bunnell & Alexander Gardner-Mctaggart. (2022) The cultural capital of senior leaders in elite traditional international schools: an enduring ‘leadership nobility’?. International Journal of Leadership in Education 0:0, pages 1-19.
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Paul Tarc. (2022) Transnational governing for the pedagogical ideals of K-12 international education: contrasting PISA and IB. Educational Review 74:1, pages 93-113.
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Xi Wu & Jie Zheng. (2021) “Flexible citizenship” in Chinese international secondary school students’ transnational social networks: opportunities or constraints?. Educational Review 73:6, pages 714-732.
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Adam Poole & Tristan Bunnell. (2021) Developing the notion of teaching in ‘International Schools’ as precarious: towards a more nuanced approach based upon ‘transition capital’. Globalisation, Societies and Education 19:3, pages 287-297.
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Pere Ayling. (2021) International education and the pursuit of ‘Western’ capitals: middle-class Nigerian fathers’ strategies of class reproduction. British Journal of Sociology of Education 42:4, pages 460-474.
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Tristan Bunnell. (2020) The continuous growth and development of ‘International Schooling’: the notion of a ‘transitionary phase’. Compare: A Journal of Comparative and International Education 50:5, pages 764-768.
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Tristan Bunnell & Alexander Gardner-McTaggart. Exploring the ‘White men’ dominance of senior leaders in premium international schools. Educational Studies 0:0, pages 1-14.
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Richard Race, Pere Ayling, Dorrie Chetty, Nasima Hassan, Stephen J McKinney, Lauren Boath, Nighet Riaz & Saima Salehjee. (2022) Decolonising curriculum in education: continuing proclamations and provocations. London Review of Education 20:1.
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Olga Kurek-Ochmańska & Kamil Łuczaj. (2021) Kariera akademicka „z przypadku”?. Biografistyka Pedagogiczna 6:1, pages 397-427.
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Sin Yee Koh. (2020) Disrupted Geographic Arbitrage and Differential Capacities of Coping in Later-Life: Anglo-Western Teacher Expatriates in Brunei. International Migration Review 55:2, pages 322-346.
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Adam PooleAdam Poole. 2021. International Teachers’ Lived Experiences. International Teachers’ Lived Experiences 109 135 .
Adam PooleAdam Poole. 2021. International Teachers’ Lived Experiences. International Teachers’ Lived Experiences 59 86 .
Adam PooleAdam Poole. 2021. International Teachers’ Lived Experiences. International Teachers’ Lived Experiences 1 23 .
Adam Poole. (2020) Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework. Journal of Research in International Education 19:2, pages 155-171.
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Adam Poole. (2019) Internationalised School Teachers’ Experiences of Precarity as Part of the Global Middle Class in China: Towards Resilience Capital. The Asia-Pacific Education Researcher 29:3, pages 227-235.
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Sin Yee Koh & I Lin Sin. (2020) Academic and teacher expatriates: Mobilities, positionalities, and subjectivities. Geography Compass 14:5.
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Tristan Bunnell. (2019) Developing and institutionalising the ‘Internationally-Minded School’: The role of the ‘Numerous Fs’. Journal of Research in International Education 18:2, pages 186-198.
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