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

References

• Ball, S. (2010). Is there a global middle class? The beginnings of a cosmopolitan sociology of education: A review. Journal of Comparative Education, 69(1), 137–161.
   Google Scholar
• Ball, S. J., & Nikita, D. P. (2014). The global middle class and school choice: A cosmopolitan sociology. Zeitschrift für Erziehungswissenschaft, 17(3), 81–93. doi: 10.1007/s11618-014-0523-4
   Web of Science ®Google Scholar
• Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. London: Routledge & Kegan Paul.
   Google Scholar
• Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook for research and theory for the sociology of education (pp. 241–258). New York, NY: Greenwood Press.
   Google Scholar
• Brooks, R., & Waters, J. (2009). A second chance at ‘success’: UK students and global circuits of higher education. Sociology, 43(6), 1085–1102. doi: 10.1177/0038038509345713
   Google Scholar
• Bunnell, T. (2014). The changing landscape of international schooling: Implications for theory and practice. Abingdon: Routledge.
   Google Scholar
• Bunnell, T. (2017). Teachers in international schools: A neglected ‘middling actor’ in expatriation. Journal of Global Mobility: The Home of Expatriate Management Research, 5(2), 194–202. doi: 10.1108/JGM-07-2016-0033
   Google Scholar
• Conradson, D., & Latham, A. (2005). Transnational urbanism: Attending to everyday practices and mobilities. Journal of Ethnic and Migration Studies, 31(2), 227–233. doi: 10.1080/1369183042000339891
   Web of Science ®Google Scholar
• Embong, A. R. (2000). Globalization and transnational class relations: Some problems of conceptualization. Third World Quarterly, 21(6), 989–1000. doi: 10.1080/01436590020011990
   Web of Science ®Google Scholar
• Forsey, M. (2017). Education in a mobile modernity. Geographical Research, 55(1), 58–69. doi: 10.1111/1745-5871.12189
   Web of Science ®Google Scholar
• Hayden, M., Levy, J., & Thompson, J. J. (Eds.). (2007). The sage handbook of research in international education. London: Sage.
   Google Scholar
• Hayden, M., & Thompson, J. (2013). International schools: Antecedents, current issues and metaphors for the future. In R. Pearce (Ed.), International education and schools: Moving beyond the first 40 years (pp. 3–23). London: Bloomsbury.
   Google Scholar
• Igarashi, H., & Saito, H. (2014). Cosmopolitanism as cultural capital: Exploring the intersection of globalization, education and stratification. Cultural Sociology, 8(3), 222–239. doi: 10.1177/1749975514523935
   Web of Science ®Google Scholar
• Koo, H. (2016). The global middle class: How is it made, what does it represent? Globalizations, 13(4), 440–453. doi: 10.1080/14747731.2016.1143617
   Web of Science ®Google Scholar
• Lawrence-Lightfoot, S., & Hoffmann Davis, J. (1997). The art and science of portraiture. San Francisco, CA: Wiley Press.
   Google Scholar
• Ledger, S., Vidovich, L., & O’Donoghue, T. (2014). Global to local curriculum policy processes: The enactment of the international baccalaureate in remote international schools. New York: Springer.
   Google Scholar
• Lee, M., & Wright, E. (2016). Moving from elite international schools to the world’s elite universities: A critical perspective. International Journal of Comparative Education and Development, 18(2), 120–136. doi: 10.1108/IJCED-01-2016-0002
   Web of Science ®Google Scholar
• Machin, D. (2017). The great Asian international school gold rush: An economic analysis. Journal of Research in International Education, 16(2), 131–146. doi: 10.1177/1475240917722276
   Web of Science ®Google Scholar
• Matsuda, A. (2003). Incorporating world englishes in teaching English as an international language. Tesol Quarterly, 37(4), 719–729. doi: 10.2307/3588220
   Web of Science ®Google Scholar
• Maxwell, C., & Aggleton, P. (2016). Creating cosmopolitan subjects: The role of families and private schools in England. Sociology, 50(4), 780–795. doi: 10.1177/0038038515582159
   Google Scholar
• Phillips, J. (2002). The third way: Lessons from international education. Journal of Research in International Education 1(2), 159–181. doi: 10.1177/147524002764248121
   Google Scholar
• Prosser, H. (2015). Servicing elite interests: Elite education in post-neoliberal Argentina. In C. Maxwell & P. Aggleton (Eds.), Elite education: International perspectives (pp. 173–185). New York: Routledge.
   Google Scholar
• Scott, S. (2006). The social morphology of skilled migration: The case of the British middle class in Paris. Journal of Ethnic and Migration Studies, 32(7), 1105–1129. doi: 10.1080/13691830600821802
   Web of Science ®Google Scholar
• Shuck, G. (2006). Racializing the non-native English speaker. Journal of Language, Identity, and Education, 5(4), 259–276. doi: 10.1207/s15327701jlie0504_1
   Google Scholar
• Sklair, L. (2001). The transnational capitalist class. Oxford: Blackwell.
   Google Scholar
• Tarc, P. (2009). Global dreams, enduring tensions: International baccalaureate in a changing world. New York: Peter Lang.
   Google Scholar
• Tarc, P. (2013). International education in global times: Engaging the pedagogic. New York: Peter Lang.
   Google Scholar
• Tarc, P., & Mishra Tarc, A. (2015). Elite international schools in the global south: Transnational space, class relationalities and the ‘middling’ international school teacher. British Journal of Sociology of Education, 36(1), 34–52. doi: 10.1080/01425692.2014.971945
   Web of Science ®Google Scholar
• Trilokekar, R., & Kukar, P. (2011). Disorienting experiences during study abroad: Reflections of pre-service teacher candidates. Teaching and Teacher Education, 27(7), 1141–1150. doi: 10.1016/j.tate.2011.06.002
   Web of Science ®Google Scholar
• Waterson, M. (2016). The corporatization of international schooling. In M. Hayden & J. Thompson (Eds.), International schools: Current issues and future prospects (pp. 185–213). Oxford: Symposium Books.
   Google Scholar
• Wechsler, A. (2017). The international-school surge. The Atlantic. Retrieved from https://www.theatlantic.com/education/archive/2017/06/the-international-school-surge/528792/
   Google Scholar
• Weenink, D. (2008). Cosmopolitanism as a form of capital: Parents preparing their children for a globalizing world. Sociology, 42(6), 1089–1106. doi: 10.1177/0038038508096935
   Google Scholar
• Yemini, M. (2014). Internationalisation discourse: What remains to be said? Perspectives: Policy and Practice in Higher Education, 18(2), 66–71.
   Google Scholar
• Yemini, M., & Maxwell, C. (2018). De-coupling or remaining closely coupled to ‘home’: Educational strategies around identity-making and advantage of Israeli global middle-class families in London. British Journal of Sociology of Education, 39(7), 1030–1044. doi: 10.1080/01425692.2018.1454299
   Web of Science ®Google Scholar
• Yeoh, B. S., & Willis, K. (2005). Singaporean and British transmigrants in China and the cultural politics of ‘contact zones’. Journal of Ethnic and Migration Studies, 31(2), 269–285. doi: 10.1080/1369183042000339927
   Web of Science ®Google Scholar