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International Schools, Teaching and Governance

An Autoethnography of a Teacher in Conflict

  • Carmen Blyth

Table of contents

  1. Front Matter
    Pages i-xxvii
  2. The Journey/al and Reflections

  3. Dimensions of Conflict

  4. Back Matter
    Pages 163-192

About this book

Introduction

This book examines how injustice based on social positioning is performed within the context of international schools. Drawing on the lived experiences of an international school teacher, it proposes and explores the notion that teachers, in being constituted and positioned as subordinate within the hierarchy that is the international school, leads to their being wronged on three counts: epistemically for being wrongfully mistrusted; ethically for being wrongfully excluded; and ontologically for being wrongfully positioned as a lesser human being. The book addresses the dearth of research currently available on conflict in international schools and how conflict between teachers and administrators is dealt with in and by such institutions. It will be valuable reading for students and teachers of education and sociology, and those interested in the workings of international schools.

Keywords

international education international school communities posthumanism teacher emotions apparatuses of conflict

Authors and affiliations

  • Carmen Blyth
    • 1
  1. 1.Cape TownSouth Africa

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-46783-2
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2017
  • Publisher Name Palgrave Macmillan, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-46782-5
  • Online ISBN 978-3-319-46783-2
  • Buy this book on publisher's site