1st Edition
Teachers’ Journeys into International School Teaching in China Exploring Motivations and Mobilities
1. Planning: packing key conceptual and methodological tools for the journey ahead 2. Departure: travelling through the changing international school landscape in China 3. Arrival: considering the motivations and mobilities of Returners, Reachers, and Remainers 4. Return: constructing a typology of host country national teachers
Biography
Adam Poole is an assistant professor in the Department of Education Policy and Leadership, Faculty of Education and Human Development, The Education University of Hong Kong. His research interests include international schooling, professional learning for language teachers, and the funds of identity approach.
Another superb publication from Adam Poole, whose original and thought-provoking work I have been following for some years now. With this new book, Poole urges us to look at the 'realities' of host country national teachers in a different light, questioning dominating concepts and voices in education research while privileging ‘bricolage’ from both China and the ‘West’. Poole’s book is a great example of decoloniality that will stimulate further critical research on teacherhood in international schools
Professor Fred Dervin, Professor of multicultural education, Faculty of Educational Sciences, University of Helsinki
This is a timely and significant contribution to the international school literature. Host country national teachers are a growing presence in international schools in China, but to date they have received little scholarly attention. This book sheds light on the motivations of these teachers in a refreshing and engaging manner. It will be of interest to postgraduate students coming to the field of international schooling for the first time, as well as more experienced scholars wishing to update their knowledge about international schooling in China.
Dr. Qin Yunyun, Assistant Professor, The Graduate School of Education, Beijing Foreign Studies University
This book offers an in-depth and constructive insight into the nature of the complex international schooling scene in China. Readers will find the book to be a useful reference to understanding the growth of international schools in China, and the type of educator that is getting involved. Moreover, the focus on host-nation teachers is both original and important. Overall, this is a compelling read, offering fresh perspectives and insights.
Dr. Tristan Bunnell, Senior Lecturer, University of Bath
