Exploring Enduring Employment Discrimination in Favour of British and American Teachers in 'Traditional International Schools'

Autor/inn/en	Bunnell, Tristan; Atkinson, Cherry
Titel	Exploring Enduring Employment Discrimination in Favour of British and American Teachers in 'Traditional International Schools'
Quelle	In: Journal of Research in International Education, 19 (2020) 3, S.251-267 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240920980188
Schlagwörter	International Schools; Equal Opportunities (Jobs); Teacher Characteristics; Teacher Selection; Economic Factors; Labor Market; Social Discrimination; English; Native Speakers; Whites; Social Theories; Western Civilization; Faculty Mobility; Validity; Foreign Countries; Educational Finance; Universities; Curriculum; Disproportionate Representation; Elementary Secondary Education; United States; United Kingdom + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Ökonomischer Faktor; Labour market; Arbeitsmarkt; Soziale Benachteiligung; Soziale Schließung; English language; Englisch; Muttersprachler; White; Weißer; Gesellschaftstheorie; Gültigkeit; Ausland; Bildungsfonds; University; Universität; Curricula; Lehrplan; Rahmenplan; USA; Großbritannien
Abstract	Volume 2 of this journal included an article (Canterford, 2003) which discussed 'segmented labour markets' in 'international schools'. Using an economics lens, that paper investigated the predominance of British and American educators, concluding that a form of discrimination existed which was driven by demand-side factors. In particular, Canterford identified a labour market dominated by British and American actors, asserting that 'requirements discriminate very effectively against teachers from certain areas of the world.' Our paper re-visits and advances Canterford's discussion, and argues that not only does there still seem to be a reliance on native English-speaking Anglo-American actors in what might be described as 'traditional international schools', but there is a further need to move beyond economic theory towards the application of a sociological one. By applying Pierre Bourdieu's "Social Field Theory" we show how positive discrimination in favour of native English-speakers from certain Western/Global North nations can occur within a discrete level of activity, creating a condition that is evident yet most often "misrecognised." A complex set of "doxa" endures within the arena, beginning at recruitment level and continuing within curriculum-delivery and teacher-retainment levels. We show how the field in general possesses a normative belief-system that promotes division within the labour market, yet at the same time makes it seem natural, legitimate, and 'legal'. This situation, the "nomos," is a powerful, structural condition that helps make positive discrimination in favour of British and American actors seem so fundamentally normal as to remain, for the most part, unremarked. The topic still requires substantially more investigation and validation. However, by theorising it, and thus better confronting it, we can arguably begin to deal with it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01