International Teachers’ Lived Experiences: Examining Internationalised Schooling in Shanghai (International and Development Education)

Series Editors Introduction
Preface
	References
Acknowledgments
Praise for International Teachers’ Lived Experiences
Contents
List of Figures
List of Tables
1 Introduction
	1.1 Interlude # 1
	1.2 Introduction
	1.3 Purpose of This Book
	1.4 Defining Lived Experience
	1.5 Background to This Book
		1.5.1 Methods
		1.5.2 Relational Ethics as a Guiding Methodology
	1.6 Situating This Book Theoretically
	1.7 Outline of Chapters
	References
2 Mapping the International School Landscape: Situating Chinese Internationalised Schools
	2.1 Introduction
	2.2 Conceptual Difficulties of Defining the ‘International’ in International Schooling
	2.3 Defining the International School
	2.4 Metaphors for Understanding the International School Landscape
		2.4.1 Arena
		2.4.2 Field
		2.4.3 Landscape
	2.5 The Changing Landscape
		2.5.1 Geography
		2.5.2 Demography
		2.5.3 Function
		2.5.4 Legitimacy
	2.6 Making Sense of the Changing Landscape
	2.7 Chinese Internationalised Schools
		2.7.1 Curriculum
		2.7.2 Students and Parents
		2.7.3 Teachers
	2.8 The Research Context: ‘automobile, Suburb, Empty’
		2.8.1 The Curriculum
		2.8.2 The International Curriculum: The IBDP
		2.8.3 The Enacted Curriculum
		2.8.4 Students and Parents
		2.8.5 Teachers
	2.9 Summary of Chapter
	References
3 International School Teachers: Motivations and (Mis)conceptions
	3.1 Interlude #2
	3.2 Introduction
	3.3 Who Are International School Teachers?
		3.3.1 Motivations for Relocating, and Staying Overseas
		3.3.2 Narrative # 1: To See the World (or Seeking Out Greener Pastures)
		3.3.3 Narrative # 2: To Escape Financial and Personal Issues (or the Wild West of International Education)
		3.3.4 Narrative # 3: To Find Employment (or Riding the Gravy Train)
		3.3.5 Narrative # 4: To Escape the Tyranny of Performativity (or, Out of the Fire and into the Frying Pan)
		3.3.6 Narrative # 5: Why Teachers Stay in the Field (or ‘a Lot of Them End up Staying Overseas Because They Have no Good Reason to Go Home’)
	3.4 International School Teacher Typologies
	3.5 Critical Response to the Typologies
	3.6 Metaphysical Critique
	3.7 Ethical Critique
		3.7.1 Relational Ethics
	3.8 Summary of Chapter
	3.9 Introducing the Participants
		3.9.1 Daisy
		3.9.2 Sophie
		3.9.3 Tyron
		3.9.4 Robert
	References
4 The (Inter)cultural
	4.1 Interlude #3
	4.2 Introduction
	4.3 Traditional Accounts of the Intercultural
	4.4 Critical Interculturality
	4.5 Getting Critical About Critical Interculturality
	4.6 Teachers’ Experiences of the (Inter)cultural
	4.7 Cultural Chauvinism?
	4.8 Cultural Insider
	4.9 Cultural Mediator
	4.10 Summary of Chapter
	References
5 The Precarious
	5.1 Interlude #4
	5.2 Introduction
	5.3 International School Teachers as a Global Educational Precariat
	5.4 International School Precarity
	5.5 International School Teachers as a Global Middle Class
	5.6 Teachers’ Lived Experiences of Precarity
		5.6.1 ‘I Left Without a Fight, like Most International Teachers Do’
		5.6.2 ‘If You don’t Perform, They’re Going to Send You Home’
		5.6.3 ‘I don’t Know What Kind of Thing is the International Way of Teaching’
		5.6.4 ‘You Are just a Foreigner Who doesn’t Get Anything’
	5.7 The Emergent Picture of Precarity in Chinese Internationalised Schools
	5.8 Summary of Chapter
	References
6 The Resilient
	6.1 Interlude #5
	6.2 Introduction
	6.3 Precarious Privilege
	6.4 Resilience
	6.5 Deepening Resilience from the Perspective of Perezhivanie
	6.6 Teachers’ Lived Experiences of Resilience
		6.6.1 ‘What I Realised Was All That I Could Do Was Things That I Could Control’
		6.6.2 ‘I Did Achieve Some Personal Growth and Also Professional Growth’
		6.6.3 ‘It Also Comes with Emotional Consequences’
	6.7 Summary of Chapter
	References
7 Conclusion
	7.1 Introduction
	7.2 Sur-Thrival
	7.3 Implications for Research
	7.4 International Schooling
	7.5 The Emergence of an Internationalised School Landscape in China
		7.5.1 American-Style International Schools
		7.5.2 British-Style International Schools
		7.5.3 Canadian-Style International Schools
	7.6 Mapping the Typography of the Internationalised School Landscape in China
		7.6.1 Comparing Teachers’ Experiences of Precarity, Resilience, and Interculturality Across Multiple Chinese Internationalised Schools
		7.6.2 Exploring Different Types of Chinese Internationalised Schools
		7.6.3 Developing the Continuum of Internationalised Schools
	7.7 Summary of Chapter
	7.8 Epilogue: International Schooling and Covid-19
	References
Index