Tristan Bunnell
Dados Biográficos
| ID | 3701453 |
|---|---|
| NOME | Tristan Bunnell |
| PRENOMES | Tristan |
| SOBRENOME | Bunnell |
| ASSINATURA | BUNNELL T |
| AFILIAÇÕES | University of Bath |
| ORCID | 0000-0002-4460-3749 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 34 |
| TOTAL DE CITAÇÕES | 135 |
| TOTAL COMO AUTOR | 34 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2008 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 7 |
‘Steering the ship not rocking the boat’
The past five decades has seen four dominant models of educational leadership emerge, as the fashion shifted from managerial, towards instructional, then transformational, and the currently dominant distributed approach. At the same time, other models have emerged in literature such as moral, authentic, systems, and contingency leadership. This paper focuses attention on the leadership approach expected by the senior leader (‘Directors’) of well-…
‘Beyond the cosmopolitan bubble’
Disconnected and disjointed’
Host National Teachers’ Perceptions of Foreign Educators
The paper explores the perceptions of host national teachers in China’s international school sector, focusing on their views of expatriate teachers. It addresses two main research questions: how do host national teachers perceive the professional status and ability of foreign teachers working in internationalised schools, and what do these perceptions tell us about China’s international school sector in an era of education regulation? The study u…
Becoming a new type of teacher
This paper investigates the experiences of six British-trained teachers who moved from teaching GCSE in state-funded schools in England to teach in two separate English-speaking well-established traditional international schools in Northern Europe where they began to teach the International Baccalaureate’s Middle Years Programme (IBMYP). The nature of the IBMYP, with its student-centred focus and conceptual framework, deviates greatly from the do…
The social reality of working overseas in the ‘Chinese Internationalised School’
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 numb…
Teachers in ‘international schools’ as an emerging field of inquiry
This review article identifies the trends and developments regarding teachers in international schools from 1998 until 2022. International school teachers as a group are worthy of study as the number of schools delivering a curriculum in English outside of an English-speaking nation has grown considerably in recent years. Amidst continuous statistical growth there has been major structural changes as the arena has attracted a local middle class a…
International education in transition
The burgeoning and transitioning field of private 'non-traditional' English-medium international schooling increasingly involves local schools delivering a Western-oriented curriculum to local children. This is especially evident in mainland China, which since 2019 has housed the most international schools. We present here a qualitative investigation of a Chinese senior school delivering an Australian curriculum. Informed by semi-structured inter…
The transnational university pathway of the emergent ‘global middle class
Diluting, decoupling, and dovetailing
A major development in recent years concerning the growth of ‘private English-speaking international schooling’ has been the transition from a ‘traditional’ mode of activity towards a ‘non-traditional’ context. This is especially the case in Asia, where the majority of international schools now reside. Moreover, we find that in Mainland China two-thirds of the (approximately) 900 schools that might be thought of as international schools are now p…
International Schools in China and teacher turnover
The under-theorized arena of “English-speaking International Schooling” continues to grow and morph. The continuous growth seems paradoxical in light of the well-established view that the arena is an insecure and precarious working environment characterized by short-term contracts and subsequent high rates of annual turnover per school. We investigate this paradoxical situation in Asia Pacific, where a newer and large body of “Non-Traditional” mo…
Can the International Baccalaureate (IB) make a better and more peaceful world? Illuminating limits and possibilities of the International Baccalaureate movement/programs in a time of global crises
KEYWORDS: The International BaccalaureateglobalisationneoliberalismFranchise Educationglobal ctizenshipdemocracy
The crypto-growth of “International Schooling”
The diverse arena of International Schooling concerned with schools delivering a non-local curriculum in English largely outside an English-speaking nation, has grown enormously during the current wave of globalisation. Traditionally, the arena of “International Schools” played an intended ideological and pragmatic role, albeit in a rather discrete and peripheral manner which in practice facilitated an exclusive schooling experience for a limited…
The United World College experience and its framing
The continuously growing field of private English-speaking international schooling has always involved a dichotomy of approach. The marginal ‘internationalist’ approach, ideologically committed to nurturing unity and global peace, is exemplified by the cadre of United World Colleges (UWC). The UWCs began in 1962 and now number 18 globally educating 10,500 young people yet have largely evaded empirical research inquiry into their processes and exp…
The United World College movement in practice
The arena of international schools is continuously growing. One under-researched ‘traditional’ grouping is the United World College (UWC) movement. Its idealistic long-term mission to facilitate global peace and sustainability by ‘sparking change’ in young peoples’ lives represents an important area of study. As well as preparing young people for the two-year International Baccalaureate Diploma Programme amidst a background of co-curricular exper…
Precarious privilege in the time of pandemic
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. T…
Guarding the gate’
This paper explores the admissions practices of an ‘Elite Traditional International School’ (ETIS) in a large city in Japan. The school is seeing falling enrolment from its traditional clients e.g.‘transnational capitalist class’ families working for Embassies and its alumnus, whilst attracting an emergent aspiring locally-based body of parents representative of a ‘global middle class’ likely seeking advantages, and a new, distinct identity. The …
Escaping the Fire for the Frying-Pan? British Teachers Entering International Schooling
The arena of ‘English-Speaking International Schooling’ continues to grow, reaching almost 12,000 schools in 2020. The growing teaching arena attracts 30,000 new entrants each year and continues to be dominated by British-trained teachers. Little is actually known about the motives or subsequent experiences of this body. However, the narrative about this ‘brain-drain’ tends to be negative and condescending, referring to teachers ‘fleeing’ Britain…
Exploring enduring employment discrimination in favour of British and American teachers in ‘traditional international schools’
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 …
The clustering in ‘global universities’ of graduates from ‘Elite Traditional International Schools’
Our paper reveals a significant under-reported emergent phenomenon: the graduates of the well-established ‘Elite Traditional International Schools’ worldwide are beginning to cluster in certain universities, in certain ‘global cities’. As one might expect, New York and London are central to this clustering, alongside Boston, Toronto and Vancouver. Surprisingly, these destinations are not the world’s top, elite universities, showing that the forms…
Developing the notion of teaching in ‘International Schools’ as precarious
This paper is a response to a recently published article in this journal entitled ‘Precarious privilege: personal debt, lifestyle aspirations and mobility among international school teachers’ by Rey, Bolay, and Gez (2020 Rey, J., M. Bolay, and Y. N. Gez. 2020. “Precarious Privilege: Personal Debt, Lifestyle Aspirations and Mobility Among International School Teachers.” Globalisation, Societies and Education, 1–13. doi:10.1080/14767724.2020.173219…
The elite nature of International Schooling
The well-established yet under-theorised body of ‘Traditional International Schools’ warrant much greater sociological analysis and inquiry as ‘elite’ educational institutions. This paper uses Basil Bernstein’s Sociology of the School to discuss the ‘expressive culture’ of such schools, representing an idealised model of conduct, character and manner. The role of rituals in transmitting this culture is discussed by applying Randall Collins’ Inter…
International mindedness as a platform for class solidarity
There has been reference in literature to the concepts of a Transnational Capitalist Class and a Global Middle Class, but there has been little discussion of how education may form any sense of class solidarity for these groups. In national contexts, ruling class socialisation has been achieved through elite private schooling. But the notion of global classes presents a fundamentally different problem for class socialisation and solidarity since …
The continuous growth and development of ‘International Schooling’
Volume 38 of Compare included my paper (Bunnell, 2008) addressing the changing landscape of ‘International Schooling’. There, I had argued the case for identifying and predicting a ‘second phase’ of growth and development appearing, after a slow, gradual growth pattern evident since at least the 1960s. A decade later, it seems time to re-visit the situation, and discuss the emergent nature of this shifting scene especially as it was at that time,…
British Elite Private Schools and Their Overseas Branches
Our paper examines the opening of branches overseas (‘satellite colleges’) by elite private schools mainly located in England (‘founding colleges’), largely in emerging economies of the Middle East and South East Asia. We trace the development of these ‘satellite colleges’ over three successive waves of growth, from opportunistic venturing in Thailand in the late-1990s to their recent rapid growth in numbers in a phase characterized by the market…
The global growth of the International Baccalaureate Diploma Programme over the first 40 years
The year 2007 was a highly significant one for ‘international education’ in an ‘internationally minded school’ context. It marked the fortieth anniversary of the first trial exam of the International Baccalaureate Diploma Programme (IBDP). This paper charts the rather random global growth of this programme, from it being a long‐awaited experiment in international education sat by 147 students in two schools, to it being a curriculum offered in 17…
Teachers in international schools
An over-looked global educational development has been the exponential growth of 'international schools'. The field in 2014 involved almost 350,000 educators in over 7000 English-medium schools in non-English-speaking countries. This is expected to rise to half a million educators, mainly American and British, in 10,000 schools by 2022. The field has never constituted a 'system', and it remains largely uninspected, unmonitored and unregulated. Th…
The continuous growth and development of ‘International Schooling’
Volume 38 of Compare included my paper (Bunnell, 2008) addressing the changing landscape of ‘International Schooling’. There, I had argued the case for identifying and predicting a ‘second phase’ of growth and development appearing, after a slow, gradual growth pattern evident since at least the 1960s. A decade later, it seems time to re-visit the situation, and discuss the emergent nature of this shifting scene especially as it was at that time,…
British Elite Private Schools and Their Overseas Branches
Our paper examines the opening of branches overseas (‘satellite colleges’) by elite private schools mainly located in England (‘founding colleges’), largely in emerging economies of the Middle East and South East Asia. We trace the development of these ‘satellite colleges’ over three successive waves of growth, from opportunistic venturing in Thailand in the late-1990s to their recent rapid growth in numbers in a phase characterized by the market…
International mindedness as a platform for class solidarity
There has been reference in literature to the concepts of a Transnational Capitalist Class and a Global Middle Class, but there has been little discussion of how education may form any sense of class solidarity for these groups. In national contexts, ruling class socialisation has been achieved through elite private schooling. But the notion of global classes presents a fundamentally different problem for class socialisation and solidarity since …
Guarding the gate’
This paper explores the admissions practices of an ‘Elite Traditional International School’ (ETIS) in a large city in Japan. The school is seeing falling enrolment from its traditional clients e.g.‘transnational capitalist class’ families working for Embassies and its alumnus, whilst attracting an emergent aspiring locally-based body of parents representative of a ‘global middle class’ likely seeking advantages, and a new, distinct identity. The …
The International Baccalaureate and a framework for class consciousness
The International Baccalaureate (IB) examination system in early 2010 was on offer in 2700 schools in 139 countries. Since 1999, the Geneva-registered IB has created a platform for image consolidation, product standardization, and technological linkage. Out of this has emerged a globally branded ‘IB World’, educating the ‘IB Learner’, using an outcomes-based ‘IB Learner Profile’, and ‘IB Community Themes’. It is soon to be aligned within an ‘IB A…
International education and the ‘second phase’
International education involves a dichotomy of study between the largely theoretical discipline of comparative education, and the still relatively under‐researched body of international schools. The last 40 years has seen the rapid growth both in scale and diversity of this type of school, plus the emergence of a discrete industry. This dimension of international education now seems to be entering a ‘second phase’, characterized in the main by a…
Escaping the Fire for the Frying-Pan? British Teachers Entering International Schooling
The arena of ‘English-Speaking International Schooling’ continues to grow, reaching almost 12,000 schools in 2020. The growing teaching arena attracts 30,000 new entrants each year and continues to be dominated by British-trained teachers. Little is actually known about the motives or subsequent experiences of this body. However, the narrative about this ‘brain-drain’ tends to be negative and condescending, referring to teachers ‘fleeing’ Britain…
Developing the notion of teaching in ‘International Schools’ as precarious
This paper is a response to a recently published article in this journal entitled ‘Precarious privilege: personal debt, lifestyle aspirations and mobility among international school teachers’ by Rey, Bolay, and Gez (2020 Rey, J., M. Bolay, and Y. N. Gez. 2020. “Precarious Privilege: Personal Debt, Lifestyle Aspirations and Mobility Among International School Teachers.” Globalisation, Societies and Education, 1–13. doi:10.1080/14767724.2020.173219…
The elite nature of International Schooling
The well-established yet under-theorised body of ‘Traditional International Schools’ warrant much greater sociological analysis and inquiry as ‘elite’ educational institutions. This paper uses Basil Bernstein’s Sociology of the School to discuss the ‘expressive culture’ of such schools, representing an idealised model of conduct, character and manner. The role of rituals in transmitting this culture is discussed by applying Randall Collins’ Inter…
The International Baccalaureate and ‘growth scepticism’
The number of schools offering the programmes of the International Baccalaureate (IB) hit 3000 in July 2010. Since 2004 the IB has aimed for further growth within a 'wider access' and 'greater impact' paradigm. A further 7000 schools are expected to be involved by 2020. However, there is now considerable concern about growth, especially within the 'international school movement' who see it as compromising quality. This recent phenomenon can be te…
Can the International Baccalaureate (IB) make a better and more peaceful world? Illuminating limits and possibilities of the International Baccalaureate movement/programs in a time of global crises
KEYWORDS: The International BaccalaureateglobalisationneoliberalismFranchise Educationglobal ctizenshipdemocracy
International education in transition
The burgeoning and transitioning field of private 'non-traditional' English-medium international schooling increasingly involves local schools delivering a Western-oriented curriculum to local children. This is especially evident in mainland China, which since 2019 has housed the most international schools. We present here a qualitative investigation of a Chinese senior school delivering an Australian curriculum. Informed by semi-structured inter…
Host National Teachers’ Perceptions of Foreign Educators
The paper explores the perceptions of host national teachers in China’s international school sector, focusing on their views of expatriate teachers. It addresses two main research questions: how do host national teachers perceive the professional status and ability of foreign teachers working in internationalised schools, and what do these perceptions tell us about China’s international school sector in an era of education regulation? The study u…
Precarious privilege in the time of pandemic
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. T…
Social Media Comment on Leaders in International Schools
The diverse body of international schools continues to grow and develop. Yet, the realities of being a leader in such a school continue to be neglected by discussion and research. It is acknowledged that international schools are complex organizations to lead and manage, with numerous boundaries, transient stakeholders, and opposing priorities. They exist as very challenging arenas for leadership, ripe for conflict and tension. This article uses …
The clustering in ‘global universities’ of graduates from ‘Elite Traditional International Schools’
Our paper reveals a significant under-reported emergent phenomenon: the graduates of the well-established ‘Elite Traditional International Schools’ worldwide are beginning to cluster in certain universities, in certain ‘global cities’. As one might expect, New York and London are central to this clustering, alongside Boston, Toronto and Vancouver. Surprisingly, these destinations are not the world’s top, elite universities, showing that the forms…
The International Baccalaureate in the USA and the emerging 'culture war
The International Baccalaureate (IB) has undergone rapid growth and largely unhindered expansion over the past four decades. It has moved beyond its European nexus and the three IB programmes now have a relatively large presence in the USA, especially among public high schools. The IB gathered federal funding in 2003, and a concerted attack has subsequently emerged from a vast array of ultra-conservative agencies and commentators who denounce the…
The United World College movement in practice
The arena of international schools is continuously growing. One under-researched ‘traditional’ grouping is the United World College (UWC) movement. Its idealistic long-term mission to facilitate global peace and sustainability by ‘sparking change’ in young peoples’ lives represents an important area of study. As well as preparing young people for the two-year International Baccalaureate Diploma Programme amidst a background of co-curricular exper…
International education and the ‘second phase’
International education involves a dichotomy of study between the largely theoretical discipline of comparative education, and the still relatively under‐researched body of international schools. The last 40 years has seen the rapid growth both in scale and diversity of this type of school, plus the emergence of a discrete industry. This dimension of international education now seems to be entering a ‘second phase’, characterized in the main by a…
The global growth of the International Baccalaureate Diploma Programme over the first 40 years
The year 2007 was a highly significant one for ‘international education’ in an ‘internationally minded school’ context. It marked the fortieth anniversary of the first trial exam of the International Baccalaureate Diploma Programme (IBDP). This paper charts the rather random global growth of this programme, from it being a long‐awaited experiment in international education sat by 147 students in two schools, to it being a curriculum offered in 17…
The International Baccalaureate in the USA and the emerging 'culture war
The International Baccalaureate (IB) has undergone rapid growth and largely unhindered expansion over the past four decades. It has moved beyond its European nexus and the three IB programmes now have a relatively large presence in the USA, especially among public high schools. The IB gathered federal funding in 2003, and a concerted attack has subsequently emerged from a vast array of ultra-conservative agencies and commentators who denounce the…
The International Baccalaureate and a framework for class consciousness
The International Baccalaureate (IB) examination system in early 2010 was on offer in 2700 schools in 139 countries. Since 1999, the Geneva-registered IB has created a platform for image consolidation, product standardization, and technological linkage. Out of this has emerged a globally branded ‘IB World’, educating the ‘IB Learner’, using an outcomes-based ‘IB Learner Profile’, and ‘IB Community Themes’. It is soon to be aligned within an ‘IB A…
The International Baccalaureate and ‘growth scepticism’
The number of schools offering the programmes of the International Baccalaureate (IB) hit 3000 in July 2010. Since 2004 the IB has aimed for further growth within a 'wider access' and 'greater impact' paradigm. A further 7000 schools are expected to be involved by 2020. However, there is now considerable concern about growth, especially within the 'international school movement' who see it as compromising quality. This recent phenomenon can be te…
Global Education Under Attack
Teachers in international schools
An over-looked global educational development has been the exponential growth of 'international schools'. The field in 2014 involved almost 350,000 educators in over 7000 English-medium schools in non-English-speaking countries. This is expected to rise to half a million educators, mainly American and British, in 10,000 schools by 2022. The field has never constituted a 'system', and it remains largely uninspected, unmonitored and unregulated. Th…
What is international about International Schools? An institutional legitimacy perspective
In recent years, the number of International Schools around the world has increased rapidly largely as a result of growth of new forms of International Schools, which differ markedly from the traditional forms. These new forms: are often operated on a for-profit commercial basis; are usually for children from the local (indigenous), wealthy population; and have been defined as International Schools because they are located in a non-English speaki…
Social Media Comment on Leaders in International Schools
The diverse body of international schools continues to grow and develop. Yet, the realities of being a leader in such a school continue to be neglected by discussion and research. It is acknowledged that international schools are complex organizations to lead and manage, with numerous boundaries, transient stakeholders, and opposing priorities. They exist as very challenging arenas for leadership, ripe for conflict and tension. This article uses …
Exploring enduring employment discrimination in favour of British and American teachers in ‘traditional international schools’
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 …
The clustering in ‘global universities’ of graduates from ‘Elite Traditional International Schools’
Our paper reveals a significant under-reported emergent phenomenon: the graduates of the well-established ‘Elite Traditional International Schools’ worldwide are beginning to cluster in certain universities, in certain ‘global cities’. As one might expect, New York and London are central to this clustering, alongside Boston, Toronto and Vancouver. Surprisingly, these destinations are not the world’s top, elite universities, showing that the forms…
Developing the notion of teaching in ‘International Schools’ as precarious
This paper is a response to a recently published article in this journal entitled ‘Precarious privilege: personal debt, lifestyle aspirations and mobility among international school teachers’ by Rey, Bolay, and Gez (2020 Rey, J., M. Bolay, and Y. N. Gez. 2020. “Precarious Privilege: Personal Debt, Lifestyle Aspirations and Mobility Among International School Teachers.” Globalisation, Societies and Education, 1–13. doi:10.1080/14767724.2020.173219…
The elite nature of International Schooling
The well-established yet under-theorised body of ‘Traditional International Schools’ warrant much greater sociological analysis and inquiry as ‘elite’ educational institutions. This paper uses Basil Bernstein’s Sociology of the School to discuss the ‘expressive culture’ of such schools, representing an idealised model of conduct, character and manner. The role of rituals in transmitting this culture is discussed by applying Randall Collins’ Inter…
International mindedness as a platform for class solidarity
There has been reference in literature to the concepts of a Transnational Capitalist Class and a Global Middle Class, but there has been little discussion of how education may form any sense of class solidarity for these groups. In national contexts, ruling class socialisation has been achieved through elite private schooling. But the notion of global classes presents a fundamentally different problem for class socialisation and solidarity since …
The continuous growth and development of ‘International Schooling’
Volume 38 of Compare included my paper (Bunnell, 2008) addressing the changing landscape of ‘International Schooling’. There, I had argued the case for identifying and predicting a ‘second phase’ of growth and development appearing, after a slow, gradual growth pattern evident since at least the 1960s. A decade later, it seems time to re-visit the situation, and discuss the emergent nature of this shifting scene especially as it was at that time,…
British Elite Private Schools and Their Overseas Branches
Our paper examines the opening of branches overseas (‘satellite colleges’) by elite private schools mainly located in England (‘founding colleges’), largely in emerging economies of the Middle East and South East Asia. We trace the development of these ‘satellite colleges’ over three successive waves of growth, from opportunistic venturing in Thailand in the late-1990s to their recent rapid growth in numbers in a phase characterized by the market…
Guarding the gate’
This paper explores the admissions practices of an ‘Elite Traditional International School’ (ETIS) in a large city in Japan. The school is seeing falling enrolment from its traditional clients e.g.‘transnational capitalist class’ families working for Embassies and its alumnus, whilst attracting an emergent aspiring locally-based body of parents representative of a ‘global middle class’ likely seeking advantages, and a new, distinct identity. The …
Escaping the Fire for the Frying-Pan? British Teachers Entering International Schooling
The arena of ‘English-Speaking International Schooling’ continues to grow, reaching almost 12,000 schools in 2020. The growing teaching arena attracts 30,000 new entrants each year and continues to be dominated by British-trained teachers. Little is actually known about the motives or subsequent experiences of this body. However, the narrative about this ‘brain-drain’ tends to be negative and condescending, referring to teachers ‘fleeing’ Britain…
The crypto-growth of “International Schooling”
The diverse arena of International Schooling concerned with schools delivering a non-local curriculum in English largely outside an English-speaking nation, has grown enormously during the current wave of globalisation. Traditionally, the arena of “International Schools” played an intended ideological and pragmatic role, albeit in a rather discrete and peripheral manner which in practice facilitated an exclusive schooling experience for a limited…
The United World College experience and its framing
The continuously growing field of private English-speaking international schooling has always involved a dichotomy of approach. The marginal ‘internationalist’ approach, ideologically committed to nurturing unity and global peace, is exemplified by the cadre of United World Colleges (UWC). The UWCs began in 1962 and now number 18 globally educating 10,500 young people yet have largely evaded empirical research inquiry into their processes and exp…
The United World College movement in practice
The arena of international schools is continuously growing. One under-researched ‘traditional’ grouping is the United World College (UWC) movement. Its idealistic long-term mission to facilitate global peace and sustainability by ‘sparking change’ in young peoples’ lives represents an important area of study. As well as preparing young people for the two-year International Baccalaureate Diploma Programme amidst a background of co-curricular exper…
Precarious privilege in the time of pandemic
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. T…
Diluting, decoupling, and dovetailing
A major development in recent years concerning the growth of ‘private English-speaking international schooling’ has been the transition from a ‘traditional’ mode of activity towards a ‘non-traditional’ context. This is especially the case in Asia, where the majority of international schools now reside. Moreover, we find that in Mainland China two-thirds of the (approximately) 900 schools that might be thought of as international schools are now p…
International Schools in China and teacher turnover
The under-theorized arena of “English-speaking International Schooling” continues to grow and morph. The continuous growth seems paradoxical in light of the well-established view that the arena is an insecure and precarious working environment characterized by short-term contracts and subsequent high rates of annual turnover per school. We investigate this paradoxical situation in Asia Pacific, where a newer and large body of “Non-Traditional” mo…
Can the International Baccalaureate (IB) make a better and more peaceful world? Illuminating limits and possibilities of the International Baccalaureate movement/programs in a time of global crises
KEYWORDS: The International BaccalaureateglobalisationneoliberalismFranchise Educationglobal ctizenshipdemocracy
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