Accidental teachers

, 16, 50

Adventurer

, 35

Anomie

Adam’s story

, 15–17

COVID-19 era

, 18–19

growth paradox

, 1–5

international school

, 5–7

radically changing landscape

, 7–10

theorising changing landscape

, 10–13

Tristan’s story

, 13–15

Atlantic College in south Wales

, 25

Attrition

, 62

Bailey, Lucy

, 23

Bernstein, Basil

, 45–46

Blaney, Joseph

, 31

Bourdieu, Pierre

, 10

cosmopolitan capital

, 65

cultural capital

, 22–23

doxa

, 22

nomos

, 22–23

psychological capital

, 35

resilience capital

, 3

social fields

, 10

symbolic capital

, 3

transition capital

, 64

British-ethos school

, 22–23

Brunei

, 37

Bunnell, Tristan

, 1–3, 8, 28, 41, 110

Cambodia

, 50

Canterford, Glenn

, 21

China

Beijing

, 2

Chengdu

, 9

Guangzhou

, 9

Hukou

, 113

Shanghai

, 9, 113

Suzhou

, 32–33

Tianjin

, 56

tier-1 city

, 55

tier-2 city

, 56

Chinese host-country teachers, researching into

, 113–118

Chinese internationalised school model (CISs)

, 4, 27, 42, 48

cosmopolitan nationalism

, 12

data collection process

, 48–49

implications for viewing

, 75–76

interview participants

, 49–51

nature and character

, 42–45

nature of precarity in

, 52–57

parents and students in

, 46–48

precarity in context of

, 48–57

regulative pillar

, 45–46

schooling context

, 51

Chinese internationalised school model (CISs)

, 112–113

Chinese national curriculum

, 43

Clique

, 90–95

Cognita

, 7

Complementary ‘positive psychology’ lens

, 109–112

Copenhagen

, 14

Coping strategies

, 87–90

Cosmopolitan enclaves

, 5

Cosmopolitan nationalism

, 108–109

Council of International Schools (CoIS)

, 8–9

COVID-19

COVID-safe

, 96–97

era

, 18–19

pandemic

, 96–97

Cultural capital. See also Transition capital

, 22–23, 40, 117

Dangerous Class

, 65

Department clique

, 90–91, 95

Doxa

, 22

Dubai

, 2, 30

Dulwich College

, 27

Durkheim, Emile

, 11

EAST K-12 non-profit private boarding school

, 51

Elite Traditional International Schools (ETISs)

, 8, 25

English as a Second Language (ESL)

, 116

English-speaking international schooling

, 21, 23, 40–41, 101–102

Escaping

, 61

Expat mobility

, 35

Friendship precarity

, 87–88, 96

Gardner-McTaggart, Alexander

, 22, 36

GEMS Education

, 7

Geneva

, 25, 47–48

International School of Geneva

, 5

Geo-political shifts

, 3

Global competency

, 6

Global education industry (GEI)

, 13, 24

Global Educational Precariat (GEP)

, 16, 39, 65

Global middle class (GMC)

, 12, 24, 65

Globalisation

, 36–37, 41

Growth paradox

, 1–5

Hardman, John

, 94

Harrow School

, 107

Homesickness

, 93

Hong Kong

, 31, 100–101

India

, 9

Indonesia

, 9

Institutional primary task

, 8, 25

Intercultural competence

, 22–23

International Baccalaureate (IB)

, 5, 25, 43

Learner Profile

, 25

Middle Years Programme

, 91

World School

, 46

International Baccalaureate Diploma Programme (IBDP)

, 6–7, 25

International Chinese Private Bilingual Schools

, 42

International education

, 1

International Educational Psychology Services (IEPS)

, 90

International Mindedness (IM)

, 8, 22–23

delivery

, 26

International school growth paradox

, 17

International School of London

, 6–7

International School of London’s overseas branch in Doha (ISLQ)

, 6–7

International schools. See also Chinese internationalised school model (CISs)

, 1–2, 5, 7

accredited

, 8–9

dysfunctional

, 62

ETIS

, 8

French overseas schools

, 108

‘growth paradox’

, 1–5

‘ideal era/epoch’

, 11

Japanese overseas schools

, 108

micro-politics

, 15, 111

national international school

, 108–109

‘new era’

, 9–10

non-traditional

, 12

‘post-ideal era/epoch’

, 39

precarity fallacy

, 110

premium-sector

, 7–8

regulative pillar

, 45–46

type A

, 25

type B

, 25

type C

, 35

type C1

, 26, 28–29

type C2

, 28–29

ISC Research

, 1–2

ISR.com

, 21–22, 63–64

IST

, 39

and ‘new typology’

, 29–30

identity

, 40

Koh’s study

, 37

Local hires

, 43–44

Local mobility

, 35

Mechanical solidarity

, 11–12

Micro management

, 94

Mobility capital

, 85–86

Myanmar

, 27

National international school

, 108–109

National schools

, 46

Negative sociological imagination

, 40

Negative sociology

, 63

Newbie clique

, 91–92, 95

Nomos

, 22–23

Non-Exclusive International Schools

, 42

Non-traditional model

, 43

Nord Anglia

, 7

Normal negative sociology

emergent picture of working in arena

, 30–38

emerging research agenda

, 23–24

exploration of emergent teaching terrain

, 24–30

ISTs and ‘new typology’

, 29–30

literature regarding teachers

, 34–38

neglected context of teachers

, 21–24

traditional setting

, 24–26

Western-trained teachers

, 21–23

Over-seas hires

, 43–44

Performative precarity

, 80

Peterson, Alec

, 31

Poole, Adam

, 4, 14, 107, 117–118

Positive sociology

, 15, 62, 64, 76

Post-ideal epoch

, 9–10

Precarious privilege

, 18–19, 81–82

Precarity

, 30, 34, 79–80, 82

Chinese internationalised school model

, 42–48

emerging new perspectives

, 39–40

fresh, positive approach

, 39–42

friendship

, 87–88, 96

new imagination

, 40–42

Premium sector

, 7–8

Private equity

, 11

Privileged precarity

, 82

Programme clique

, 91

Public international schools

, 108–109

Qatar’s 2002 Education for a New Era policy

, 6–7

Qualified Teacher Status (QTS)

, 49–50

Regulative pillar

, 45–46

Relationship precarity

, 32, 54, 57

Reserves of resilience

, 16–17, 80, 82

Resilience

, 16–17

capital

, 64, 67, 96–97

as experiencing strategy

, 71–75

fresh, positive narrative

, 59–61

new vision

, 59–67

positive sociology

, 62–64

in practice

, 67–76

as promotion strategy

, 68–71

Rules of Sociological Method, The

, 11

Satellite college model

, 102–108

Saudi Arabia

, 2

Savva, Maria

, 14, 35, 100

Singapore

, 26

Sociological analysis and inquiry

, 41

Sociological imagination

, 61, 67–68

Sociological Imagination, The

, 42

Sociology

humanistic

, 42

negative

, 47–48

positive

, 42

Sociological Imagination

, 42

Sociology of International Schooling

, 4

huge expanse of unexplored terrain

, 102–113

meeting need for ‘new imagery’

, 99–102

ongoing contribution to knowledge

, 102

research context

, 99–102

researching into Chinese host-country teachers

, 113–118

Sous rature

, 111

South Africa

, 50–51

Standing, Guy

, 13–14

Status precarity

, 32, 52, 54

Susceptibility of joining clique

, 95–97

Switzerland

, 36

Tarc, Paul

, 1, 14, 25, 108–109

Teachers

adventurers

, 35

agency

, 34

Anglo-Saxon

, 3–4

from Britain

, 22–23

‘clique’

, 90–95

contract

, 26

coping strategy

, 34

discrimination

, 22

‘escaping’

, 29–30

Global Educational Precariat

, 14, 16

‘lived experience’

, 1, 36

‘lone wolf’

, 94

‘maverick’

, 94

‘middling actor’

, 96

‘newbie’

, 96

from North America

, 82

‘outsider’

, 96

wellbeing

, 90

‘whiteness’

, 66

Teaching programmes

, 69

Thailand

, 50, 107

Traditional model of international school

, 44

Traditional schools in China

, 46–47

Transition

, 87

Transition capital

, 64, 84, 87

clique

, 90–95

and coping strategies

, 87–90

susceptibility of joining clique

, 95–97

turnover as semi-positive feature of life

, 79–84

Transitionary phase

, 13

Tripartite typology

, 35

Turkey

, 50, 108–109

Turnover

, 62

as semi-positive feature of life

, 79–84

Type C1

model in China

, 41

schools

, 47–48

United Arab Emirates

, 2

United Nations International School in New York

, 5

University of Bath

, 13–14

Vietnam

, 2, 9, 31

Wash-back effect

, 47

Wellbeing in International Schools

, 37–38

WEST K-12 non-profit private boarding school

, 51

Western-trained teachers

, 21–23

Wright Mills

, 41–42

Yemini, Miri

, 6, 12