%0 Journal Article
%T International Education Teachers¡¯ Experiences as an Educational Precariat in China
%A Adam Poole
%J Journal of Research in International Education
%@ 1741-2943
%D 2019
%R 10.1177/1475240919836489
%X The purpose of this paper is to extend Bunnell¡¯s (2016) thesis that international education teachers (IETs) are forming a ¡®global educational precariat¡¯. The paper draws upon interview data from a larger study of international teachers in two international schools in Shanghai, China. In order to substantiate and develop Bunnell¡¯s thesis, narrative inquiry was employed as a guiding methodology, which ensured that data analysis remained rooted in the participants¡¯ lived experience but also allowed for triangulation, thereby enhancing validity. Findings confirm Bunnell¡¯s thesis by highlighting a lack of agency, financial insecurity, and the marginalisation of professional identities as common experiences of IET precarity. The findings also challenge the notion of a global educational precariat by arguing that it may be more appropriate to conceptualise IETs in terms of a localised educational precariat rather than a global class in and of itself. The paper ends by sketching a research agenda that would involve comparing teachers¡¯ experiences in different types of international schools in China and other contexts
%K International education teachers
%K international education precariat
%K the precariat
%K China
%U https://journals.sagepub.com/doi/full/10.1177/1475240919836489