International Schools in China and Teacher Turnover: The Need for a More Nuanced Approach towards Precarity Reflecting Agency

Autor/inn/en	Bunnell, Tristan; Poole, Adam
Titel	International Schools in China and Teacher Turnover: The Need for a More Nuanced Approach towards Precarity Reflecting Agency
Quelle	In: Asia Pacific Journal of Education, 43 (2023) 2, S.463-478 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Poole, Adam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2021.1940840
Schlagwörter	Foreign Countries; International Schools; Faculty Mobility; Coping; Temporary Employment; Nontraditional Education; Resilience (Psychology); Teacher Empowerment; China (Shanghai) + Suchen Sie Ihr Suchwort? Ausland; International school; Internationale Schule; Bewältigung; Zeitarbeit; Non-traditional education; Alternative Erziehung
Abstract	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" models are beginning to appear. Here we ask: "what coping strategies do teachers adopt to survive, and even thrive on, the precarity as experienced by the short term contract?". Our study of three teachers in the under-researched arena of "Chinese Internationalised Schools" in Mainland China reveals and explores how they plan their transitions both within and from school-to-school strategically, taking advantage of insecurity and precarity rather than merely being the victims of it. We develop a new concept of "transition capital", which encompasses a newer, more nuanced approach, imagining the social reality of being a teacher as being a mixture of both an isolated "global educational precariat" and a member of a privileged "global middle class", with much agency. Turnover offers an accumulation of resilience through experiences, which in turn are empowering and advantageous in the long-run. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01