Teacher (in)discretion in International Schools.

Autor/in	Poole, Adam
Titel	Teacher (in)discretion in International Schools.
Quelle	In: On education, 2 (2019) 5, 6 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2571-7855
DOI	10.17899/ON_ED.2019.5.1
Schlagwörter	Fallstudie; Leistungsanforderung; Bildungspolitik; China; Bildungspolitik; Fallstudie; Internationale Schule; Internationalisierung; Leistungsanforderung; Neoliberalismus; Internationale Schule; Performanz; Internationalisierung; Neoliberalismus; China
Abstract	The topic of teacher autonomy has been extensively explored in state schools in the West. However, little research has been done on neoliberal discourses and notions of performativity within international schools. From the outside, it might seem that international schools are not subject to the 'tyranny of performativity' due to their relatively autonomous status outside of national education systems. However, I argue that technologies of performativity are reconfigured in international schools in relation to the sociocultural idiosyncrasies of the local context. In order to illustrate this, this paper focuses on three aspects of performativity in an international school in China - the International Baccalaureate (IB) accreditation process, the student appraisal system, and the school appraisal system. This paper ends by briefly proposing the notion of 'teacher (in)discretion' which is theorised as a form of resistance and refusal. (INCHER/text adopted).
Erfasst von	International Centre for Higher Education Research, Kassel
Update	2021/1