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Palgrave Macmillan

International Schools, Teaching and Governance

An Autoethnography of a Teacher in Conflict

  • Book
  • © 2017

Overview

Authors:
  1. Carmen Blyth

    1. Cape Town, South Africa

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  • Employs a unique autoethnographic perspective to explore the lived experiences of teachers at international schools
  • Explores the conflicts teachers face with management and governance at international schools
  • Argues teachers at international schools are wronged epistemically, ethically and ontologically with regard to their position in the community

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Table of contents (6 chapters)

  1. Front Matter

    Pages i-xxvii
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  4. Back Matter

    Pages 163-192
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Keywords

About this book

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.

Authors and Affiliations

  • Cape Town, South Africa

    Carmen Blyth

About the author

Carmen Blyth has over 30 years of international teaching experience.

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