Index

Tristan Bunnell (University of Bath, UK)
Adam Poole (Beijing Foreign Studies University, China)

Precarity and Insecurity in International Schooling

ISBN: 978-1-80071-594-3, eISBN: 978-1-80071-593-6

Publication date: 2 July 2021

This content is currently only available as a PDF

Citation

Bunnell, T. and Poole, A. (2021), "Index", Precarity and Insecurity in International Schooling, Emerald Publishing Limited, Bingley, pp. 133-137. https://doi.org/10.1108/978-1-80071-593-620211007

Publisher

:

Emerald Publishing Limited

Copyright © 2021 Tristan Bunnell and Adam Poole. Published under exclusive licence by Emerald Publishing Limited


INDEX

Accidental teachers
, 16, 50

Adventurer
, 35

Anomie

Adam’s story
, 15–17

COVID-19 era
, 18–19

growth paradox
, 1–5

international school
, 5–7

radically changing landscape
, 7–10

theorising changing landscape
, 10–13

Tristan’s story
, 13–15

Atlantic College in south Wales
, 25

Attrition
, 62

Bailey, Lucy
, 23

Bernstein, Basil
, 45–46

Blaney, Joseph
, 31

Bourdieu, Pierre
, 10

cosmopolitan capital
, 65

cultural capital
, 22–23

doxa
, 22

nomos
, 22–23

psychological capital
, 35

resilience capital
, 3

social fields
, 10

symbolic capital
, 3

transition capital
, 64

British-ethos school
, 22–23

Brunei
, 37

Bunnell, Tristan
, 1–3, 8, 28, 41, 110

Cambodia
, 50

Canterford, Glenn
, 21

China

Beijing
, 2

Chengdu
, 9

Guangzhou
, 9

Hukou
, 113

Shanghai
, 9, 113

Suzhou
, 32–33

Tianjin
, 56

tier-1 city
, 55

tier-2 city
, 56

Chinese host-country teachers, researching into
, 113–118

Chinese internationalised school model (CISs)
, 4, 27, 42, 48

cosmopolitan nationalism
, 12

data collection process
, 48–49

implications for viewing
, 75–76

interview participants
, 49–51

nature and character
, 42–45

nature of precarity in
, 52–57

parents and students in
, 46–48

precarity in context of
, 48–57

regulative pillar
, 45–46

schooling context
, 51

Chinese internationalised school model (CISs)
, 112–113

Chinese national curriculum
, 43

Clique
, 90–95

Cognita
, 7

Complementary ‘positive psychology’ lens
, 109–112

Copenhagen
, 14

Coping strategies
, 87–90

Cosmopolitan enclaves
, 5

Cosmopolitan nationalism
, 108–109

Council of International Schools (CoIS)
, 8–9

COVID-19

COVID-safe
, 96–97

era
, 18–19

pandemic
, 96–97

Cultural capital. See also Transition capital
, 22–23, 40, 117

Dangerous Class
, 65

Department clique
, 90–91, 95

Doxa
, 22

Dubai
, 2, 30

Dulwich College
, 27

Durkheim, Emile
, 11

EAST K-12 non-profit private boarding school
, 51

Elite Traditional International Schools (ETISs)
, 8, 25

English as a Second Language (ESL)
, 116

English-speaking international schooling
, 21, 23, 40–41, 101–102

Escaping
, 61

Expat mobility
, 35

Friendship precarity
, 87–88, 96

Gardner-McTaggart, Alexander
, 22, 36

GEMS Education
, 7

Geneva
, 25, 47–48

International School of Geneva
, 5

Geo-political shifts
, 3

Global competency
, 6

Global education industry (GEI)
, 13, 24

Global Educational Precariat (GEP)
, 16, 39, 65

Global middle class (GMC)
, 12, 24, 65

Globalisation
, 36–37, 41

Growth paradox
, 1–5

Hardman, John
, 94

Harrow School
, 107

Homesickness
, 93

Hong Kong
, 31, 100–101

India
, 9

Indonesia
, 9

Institutional primary task
, 8, 25

Intercultural competence
, 22–23

International Baccalaureate (IB)
, 5, 25, 43

Learner Profile
, 25

Middle Years Programme
, 91

World School
, 46

International Baccalaureate Diploma Programme (IBDP)
, 6–7, 25

International Chinese Private Bilingual Schools
, 42

International education
, 1

International Educational Psychology Services (IEPS)
, 90

International Mindedness (IM)
, 8, 22–23

delivery
, 26

International school growth paradox
, 17

International School of London
, 6–7

International School of London’s overseas branch in Doha (ISLQ)
, 6–7

International schools. See also Chinese internationalised school model (CISs)
, 1–2, 5, 7

accredited
, 8–9

dysfunctional
, 62

ETIS
, 8

French overseas schools
, 108

‘growth paradox’
, 1–5

‘ideal era/epoch’
, 11

Japanese overseas schools
, 108

micro-politics
, 15, 111

national international school
, 108–109

‘new era’
, 9–10

non-traditional
, 12

‘post-ideal era/epoch’
, 39

precarity fallacy
, 110

premium-sector
, 7–8

regulative pillar
, 45–46

type A
, 25

type B
, 25

type C
, 35

type C1
, 26, 28–29

type C2
, 28–29

ISC Research
, 1–2

ISR.com
, 21–22, 63–64

IST
, 39

and ‘new typology’
, 29–30

identity
, 40

Koh’s study
, 37

Local hires
, 43–44

Local mobility
, 35

Mechanical solidarity
, 11–12

Micro management
, 94

Mobility capital
, 85–86

Myanmar
, 27

National international school
, 108–109

National schools
, 46

Negative sociological imagination
, 40

Negative sociology
, 63

Newbie clique
, 91–92, 95

Nomos
, 22–23

Non-Exclusive International Schools
, 42

Non-traditional model
, 43

Nord Anglia
, 7

Normal negative sociology

emergent picture of working in arena
, 30–38

emerging research agenda
, 23–24

exploration of emergent teaching terrain
, 24–30

ISTs and ‘new typology’
, 29–30

literature regarding teachers
, 34–38

neglected context of teachers
, 21–24

traditional setting
, 24–26

Western-trained teachers
, 21–23

Over-seas hires
, 43–44

Performative precarity
, 80

Peterson, Alec
, 31

Poole, Adam
, 4, 14, 107, 117–118

Positive sociology
, 15, 62, 64, 76

Post-ideal epoch
, 9–10

Precarious privilege
, 18–19, 81–82

Precarity
, 30, 34, 79–80, 82

Chinese internationalised school model
, 42–48

emerging new perspectives
, 39–40

fresh, positive approach
, 39–42

friendship
, 87–88, 96

new imagination
, 40–42

Premium sector
, 7–8

Private equity
, 11

Privileged precarity
, 82

Programme clique
, 91

Public international schools
, 108–109

Qatar’s 2002 Education for a New Era policy
, 6–7

Qualified Teacher Status (QTS)
, 49–50

Regulative pillar
, 45–46

Relationship precarity
, 32, 54, 57

Reserves of resilience
, 16–17, 80, 82

Resilience
, 16–17

capital
, 64, 67, 96–97

as experiencing strategy
, 71–75

fresh, positive narrative
, 59–61

new vision
, 59–67

positive sociology
, 62–64

in practice
, 67–76

as promotion strategy
, 68–71

Rules of Sociological Method, The
, 11

Satellite college model
, 102–108

Saudi Arabia
, 2

Savva, Maria
, 14, 35, 100

Singapore
, 26

Sociological analysis and inquiry
, 41

Sociological imagination
, 61, 67–68

Sociological Imagination, The
, 42

Sociology

humanistic
, 42

negative
, 47–48

positive
, 42

Sociological Imagination
, 42

Sociology of International Schooling
, 4

huge expanse of unexplored terrain
, 102–113

meeting need for ‘new imagery’
, 99–102

ongoing contribution to knowledge
, 102

research context
, 99–102

researching into Chinese host-country teachers
, 113–118

Sous rature
, 111

South Africa
, 50–51

Standing, Guy
, 13–14

Status precarity
, 32, 52, 54

Susceptibility of joining clique
, 95–97

Switzerland
, 36

Tarc, Paul
, 1, 14, 25, 108–109

Teachers

adventurers
, 35

agency
, 34

Anglo-Saxon
, 3–4

from Britain
, 22–23

‘clique’
, 90–95

contract
, 26

coping strategy
, 34

discrimination
, 22

‘escaping’
, 29–30

Global Educational Precariat
, 14, 16

‘lived experience’
, 1, 36

‘lone wolf’
, 94

‘maverick’
, 94

‘middling actor’
, 96

‘newbie’
, 96

from North America
, 82

‘outsider’
, 96

wellbeing
, 90

‘whiteness’
, 66

Teaching programmes
, 69

Thailand
, 50, 107

Traditional model of international school
, 44

Traditional schools in China
, 46–47

Transition
, 87

Transition capital
, 64, 84, 87

clique
, 90–95

and coping strategies
, 87–90

susceptibility of joining clique
, 95–97

turnover as semi-positive feature of life
, 79–84

Transitionary phase
, 13

Tripartite typology
, 35

Turkey
, 50, 108–109

Turnover
, 62

as semi-positive feature of life
, 79–84

Type C1

model in China
, 41

schools
, 47–48

United Arab Emirates
, 2

United Nations International School in New York
, 5

University of Bath
, 13–14

Vietnam
, 2, 9, 31

Wash-back effect
, 47

Wellbeing in International Schools
, 37–38

WEST K-12 non-profit private boarding school
, 51

Western-trained teachers
, 21–23

Wright Mills
, 41–42

Yemini, Miri
, 6, 12