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International schools, teaching and ...

Blyth, Carmen.

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International schools, teaching and governance = an autoethnography of a teacher in conflict /

Record Type:	Electronic resources : Monograph/item
Title/Author:	International schools, teaching and governance/ by Carmen Blyth.
Reminder of title:	an autoethnography of a teacher in conflict /
Author:	Blyth, Carmen.
Published:	Cham :Springer International Publishing : : 2017.,
Description:	xxvii, 192 p. :ill., digital ;24 cm.
[NT 15003449]:	PART I. The Journey/al and Reflections -- Chapter 1. The Story from Start to Finish -- Chapter 2. Re-Theorising and Re-Problematizing Conflict from A Posthumanist Stance: Meaning, Truth, and Understanding in a Posthumanist World -- PART II: Dimensions of Conflict -- Chapter 3. The International School: Taking Stock of a World 'Commodity'-Leadership and Management -- Chapter 3. The Apparatuses of Conflict -- Chapter 5. The Dark Side: Teacher Emotions and their Affect/Effect on Conflict -- Chapter 6. Concluding on a More Optimistic Note.
Contained By:	Springer eBooks
Subject:	International schools. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-46783-2
ISBN:	9783319467832

International schools, teaching and governance = an autoethnography of a teacher in conflict /
Blyth, Carmen.

International schools, teaching and governancean autoethnography of a teacher in conflict /[electronic resource] :by Carmen Blyth. - Cham :Springer International Publishing :2017. - xxvii, 192 p. :ill., digital ;24 cm.

PART I. The Journey/al and Reflections -- Chapter 1. The Story from Start to Finish -- Chapter 2. Re-Theorising and Re-Problematizing Conflict from A Posthumanist Stance: Meaning, Truth, and Understanding in a Posthumanist World -- PART II: Dimensions of Conflict -- Chapter 3. The International School: Taking Stock of a World 'Commodity'-Leadership and Management -- Chapter 3. The Apparatuses of Conflict -- Chapter 5. The Dark Side: Teacher Emotions and their Affect/Effect on Conflict -- Chapter 6. Concluding on a More Optimistic Note.

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.

ISBN: 9783319467832

Standard No.: 10.1007/978-3-319-46783-2doiSubjects--Topical Terms:

1558878
International schools.

LC Class. No.: LC1090 / .B59 2017

Dewey Class. No.: 370.116

International schools, teaching and governance = an autoethnography of a teacher in conflict /
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505 0 $a PART I. The Journey/al and Reflections -- Chapter 1. The Story from Start to Finish -- Chapter 2. Re-Theorising and Re-Problematizing Conflict from A Posthumanist Stance: Meaning, Truth, and Understanding in a Posthumanist World -- PART II: Dimensions of Conflict -- Chapter 3. The International School: Taking Stock of a World 'Commodity'-Leadership and Management -- Chapter 3. The Apparatuses of Conflict -- Chapter 5. The Dark Side: Teacher Emotions and their Affect/Effect on Conflict -- Chapter 6. Concluding on a More Optimistic Note.
520 $a 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.
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