International school teachers: precarity during the COVID-19 pandemic

Abstract

Purpose

This article explores the initial impact of the COVID-19 pandemic on international school teachers, using the findings to theorise agency and elective precarity amongst self-initiated, middling expatriates.

Design/methodology/approach

Content analysis of online posts on a teaching abroad discussion forum is used to critically examine the thesis that international school educators form part of a global precariat (Bunnell, 2016; Poole, 2019a, 2019b). Thematic analysis charts participants' discussion of aspects of precarity as consequences of the pandemic.

Findings

The data suggest that whilst dimensions of precarity have been exacerbated by the pandemic some dimensions of privilege remain. The term elective precarity is employed to describe the position of international school teachers, and it is noted that the pandemic has eroded the sense of agency within precarity. Posts suggest that teachers are reluctant to be globally mobile when lacking this sense of agency.

Research limitations/implications

Further research is needed to establish whether agency and elective precarity are useful concepts for exploring the experiences of other self-initiated expatriates during the pandemic. There is a need for further research into the supply of international school educators as key enablers of other forms of global mobility.

Originality/value

The paper proposes two new concepts, elective precarity and agency within precarity, to capture the discourse of self-initiated expatriates. It contributes to the emerging literature charting the impact of the pandemic on self-initiated expatriation.

Citation

Bailey, L. (2021), "International school teachers: precarity during the COVID-19 pandemic", Journal of Global Mobility, Vol. 9 No. 1, pp. 31-43. https://doi.org/10.1108/JGM-06-2020-0039