References

Tristan Bunnell (University of Bath, UK)
Adam Poole (Beijing Foreign Studies University, China)

Precarity and Insecurity in International Schooling

ISBN: 978-1-80071-594-3, eISBN: 978-1-80071-593-6

Publication date: 2 July 2021

Citation

Bunnell, T. and Poole, A. (2021), "References", Precarity and Insecurity in International Schooling, Emerald Publishing Limited, Leeds, pp. 121-131. https://doi.org/10.1108/978-1-80071-593-620211009

Publisher

:

Emerald Publishing Limited

Copyright © 2021 Tristan Bunnell and Adam Poole. Published under exclusive licence by Emerald Publishing Limited


Arber et al., 2014 Arber, R. , Blackmore, J. , & Vongalis-Macrow, A. (Eds.). (2014). Mobile teachers, teacher identity and international schooling. Rotterdam: Sense Publishers.

Atak, 2019 Atak, P. (2019, January 1). ISC report notes increase in Chinese private international schools. Retrieved from thepienews.com

Bailey, 2015a Bailey, L. (2015a). Reskilled and ‘Running Ahead’: Teachers in an international school talk about their work. Journal of Research in International Education, 14(1), 315.

Bailey, 2015b Bailey, L. (2015b). The experiences of host country nationals in international schools: A case-study from Malaysia. Journal of Research in International Education, 14(2), 8597.

Bailey, 2021 Bailey, L. (2021, February 2). International school teachers: Precarity during the COVID-19 pandemic. Journal of Global Mobility: The Home of Expatriate Management Research, 9, 3143.

Bailey and Cooker, 2019 Bailey, L. , & Cooker, L. (2019). Exploring teacher identity in international schools: Key concepts for research. Journal of Research in International Education, 18(20), 125141.

Bailey and Gibson, 2020 Bailey, L. , & Gibson, M. T. (2020). International school principals: Routes to headship and key challenges of their role. Educational Management Administration & Leadership, 48(6), 10071025.

Barratt Hacking et al., 2018 Barratt Hacking, E. , Blackmore, C. , Bullock, K. , Bunnell, T. , Donnelly, M. , & Martin, S. (2018). International mindedness in practice: The evidence from International Baccalaureate schools. Journal of Research in International Education, 17(1), 316.

Blyth, 2017 Blyth, C. (2017). International schools, teaching and governance: An autoethnography of a teacher in conflict. Basingstoke: Palgrave Macmillan.

Bunnell, 2014 Bunnell, T. (2014). The changing landscape of international schooling. Abingdon: Routledge.

Bunnell, 2016 Bunnell, T. (2016). Teachers in international schools: A global educational ‘precariat’? Globalisation, Societies and Education, 14(4), 543559.

Bunnell, 2017 Bunnell, T. (2017). Teachers in international schools: A neglected “middling actor” in expatriation. Journal of Global Mobility: The Home of Expatriate Management Research, 5(2), 194202.

Bunnell, 2018 Bunnell, T. (2018). Social media comment on leaders in international schools: The causes of negative comments and the implications for leadership practices. Peabody Journal of Education, 93(5), 551564.

Bunnell, 2019a Bunnell, T. (2019a). International schooling and education in the ‘New Era’: Emerging issues. Bingley: Emerald Publishing Limited.

Bunnell, 2019b Bunnell, T. (2019b). Developing and institutionalising the ‘Internationally-Minded School’: The role of the ‘Numerous Fs’. Journal of Research in International Education, 18(2), 186198.

Bunnell, 2019c Bunnell, T. (2019c). Leadership of ‘messy, tense international schools’: The potential scope for a fresh, positive lens of inquiry. International Journal of Leadership in Education. doi:10.1080/13603124.2019.1690708

Bunnell, 2020a Bunnell, T. (2020a). The continuous growth and development of ‘International Schooling’: The notion of a ‘transitionary phase’. Compare: A Journal of Comparative and International Education, 50, 764768.

Bunnell, 2020b Bunnell, T. (2020b). The elite nature of International Schooling: A theoretical framework based upon rituals and character formation. International Studies in Sociology of Education, 30(3), 247267. doi:10.1080/09620214.2020.1789489

Bunnell, 2021 Bunnell, T. (2021). The crypto-growth of ‘International Schooling’: Emergent issues and implications. Educational Review. doi:10.1080/00131911.2021.1907316

Bunnell and Atkinson, 2020 Bunnell, T. , & Atkinson, C. (2020). Exploring enduring employment discrimination in favour of British and American teachers in ‘traditional international schools’. Journal of Research in International Education, 19(3), 251267.

Bunnell et al., 2020 Bunnell, T. , Courtois, A. , & Donnelly, M. (2020). British elite private schools and their overseas branches: Unexpected actors in the global education industry. British Journal of Educational Studies, 68(6), 691712. doi:10.1080/00071005.2020.1728227

Bunnell et al., 2020a Bunnell, T. , Donnelly, M. , & Lauder, H. (2020). The clustering in ‘global universities’ of graduates from ‘Elite Traditional International Schools’: A surprising phenomenon? Globalisation, Societies and Education. doi:10.1080/14767724.2020.1857223

Bunnell et al., 2020b Bunnell, T. , Donnelly, M. , Lauder, H. , & Whewall, S. (2020). International mindedness as a platform for class solidarity. Compare: A Journal of Comparative and International Education. doi:10.1080/03057925.2020.1811639

Bunnell et al., 2016 Bunnell, T. , Fertig, M. , & James, C. (2016). What is international about International Schools? An institutional legitimacy perspective. Oxford Review of Education, 42(4), 408423.

Bunnell et al., 2017 Bunnell, T. , Fertig, M. , & James, C. (2017). Establishing the legitimacy of a school's claim to be “International”: The provision of an international curriculum as the institutional primary task. Educational Review, 69(3), 303317.

Bunnell et al., 2020c Bunnell, T. , Fertig, M. , & James, C. (2020). The institutionalisation of schools and the implications for identity of experienced teachers: The case of International Baccalaureate World Schools. Cambridge Journal of Education, 50(2), 241260.

Bunnell and Poole, 2020 Bunnell, T. , & Poole, A. (2020). Escaping the fire for the frying-pan? British teachers entering international schooling. British Journal of Educational Studies. doi:10.1080/00071005.2020.1853673

Burke, 2015 Burke, L. (2015). Perspectives on British expatriate science teachers in a Caribbean context. Postcolonial Directions in Education, 4(1), 5376.

Burke, 2017 Burke, L. (2017). Casting a critical eye on the positioning of the Western expatriate teacher. Journal of Research in International Education, 16(3), 213224.

Caffyn, 2018 Caffyn, R. (2018). ‘The Shadows Are Many…’ Vampirism in international school leadership: Problems and potential in cultural, political, and psycho-social borderlands. Peabody Journal of Education, 93(5), 500517.

Civinini, 2018 Civinini, C. (2018, November 8). International schools ‘a model’ for students and staff wellbeing. Retrieved from thepienews.com

De Silva et al., 2020 De Silva, M. , Woods, O. , & Kong, L. (2020). Alternative education spaces and pathways: Insights from an international Christian school in China. Area, 52(4), 750757.

Dos Santos, 2019 Dos Santos, L. (2019). Recruitment and retention of international school teachers in remote archipelagic countries: The Fiji experience. Education Sciences, 9(2), 132.

Dos Santos, 2020 Dos Santos, L. (2020). Stress, burnout, and turnover issues of Black expatriate education professionals in South Korea: Social biases, discrimination, and workplace bullying. International Journal of Environmental Research and Public Health, 17(11), 3851.

Dugonjic-Rodwin, 2021 Dugonjic-Rodwin, L. (2021). Field theory and education: A case study of the International Baccalaureate. International Studies in Sociology of Education. doi:10.1080/09620214.2021.1886595

Dvir et al., 2018 Dvir, Y. , Shields, R. , & Yemini, M. (2018). Three faces of global citizenship education: IB Schools’ self-representations in four local contexts. British Journal of Educational Studies, 66(4), 455475.

Dvir et al., 2018 Dvir, Y. , Yemini, M. , Bronshtein, Y. , & Natur, N. (2018). International education as a novel entity in a public education system: The establishment of a new public international school in Israel. Compare: A Journal of Comparative and International Education, 48(6), 935953.

Flesh et al., 2021 Flesh, H. , Lee, M. , & Yemini, M. (2021). Between the flag and the globe: The national identity of Israeli students at United World Colleges and at local Israeli schools. Educational Review. doi:10.1080/00131911.2021.1874309

Fong, 2018 Fong, H. (2018). Factors influencing retention of Gen Y and Non-Gen Y teachers working at international schools in Asia. The Educational Forum, 82(1), 5967.

Fuist, 2020 Fuist, T. (2020). Towards a sociology of imagination. Theory and Society, 50(1), 357380.

Gardner-McTaggart, 2019 Gardner-McTaggart, A. (2019). International schools leadership and Christianity. Globalisation, Societies and Education, 17(4), 458473.

Gardner-McTaggart, 2021 Gardner-McTaggart, A. (2021). Washing the world in whiteness; international schools' policy. Journal of Educational Administration & History, 53(1), 120. doi:10.1080/00220620.2020.1844162

Gaskell, 2017 Gaskell, R. (2017). Clear the hurdles. British International Schools Magazine , November(1), 67.

Gaskell, 2019 Gaskell, R. (2019, April 22). The growing popularity of international K-12 schools in China. ICEF Monitor. Retrieved from https://monitor.icef.com/

Golding, 2020 Golding, J. (2020, October 12). Affordable fees to drive international school market growth. Retrieved from ie-today.co.uk

Guerrero Farí as, 2020 Guerrero Farías, M. L. (2020). Elite global citizenship, a case of a secondary school in Bogotá, Colombia. International Studies in Sociology of Education, 30(3), 268286. doi:10.1080/09620214.2020.1819373

Halicioglu, 2015 Halicioglu, M. (2015). Challenges facing teachers new to working in schools overseas. Journal of Research in International Education, 14(3), 242257.

Hatch, 2017 Hatch, J. (2017). The new imperialist? The international teacher: Becoming, gatekeeping and capital (re)production. (Thesis Abstract). Journal of Research in International Education, 17(2), 204.

Hatch, 2018 Hatch, J. (2018). The new imperialist? The international teacher: Becoming, gatekeeping and capital (re)production. Unpublished Doctoral Thesis, University of Bath.

Hatch, 2021 Hatch, J. M. (2021). Be(com)ing and the international teacher: Tales from the front lines. In D. G. Coulson , S. Datta , & M. J. Davies (Eds.), Educational reform and International Baccalaureate in the Asia-Pacific (pp. 234258). London: IGI Global.

Hayden and Thompson, 2013 Hayden, M. , & Thompson, J. (2013). International schools: Antecedents, current issues and metaphors for the future. In R. Pearce (Ed.), International education and schools: Moving beyond the first 40 years (pp. 324). London: Bloomsbury Academic.

Holmes, 2019 Holmes, R. (2019, October 22). Five key trends for international schools. Retrieved from relocatemagazine.com

Hou et al., 2020 Hou, M. , Cruz, N. , Glass, C. , & Lee, L. (2020). Transnational postgraduates: Navigating academic trajectories in the globalized university. International Studies in Sociology of Education, 30(3), 306324. doi:10.1080/09620214.2020.1853590

Ihejieto, 2020 Ihejieto, R. (2020). Expatriate-teacher turnover in the international school industry of China. Unpublished Doctoral Thesis, Walden University.

Jackson, 2019 Jackson, S. N. (2019). American expatriates' experiences of stress and burnout while teaching in international schools within Southeast Asia: A phenomenological study. Unpublished Doctoral Thesis, Liberty University.

Jacoutet, 2021 Jacoutet, D. (2021, January 1). Teacher shortage? International Teacher Magazine. Retrieved from https://consiliumeducation.com/

Jimenez et al., 2020 Jimenez, J. , Moorhead, L. , & Wilensky, T. (2020). ‘It's my responsibility’: Perspectives on environmental justice and education for sustainability among international school students in Singapore. International Studies in Sociology of Education, 30(1–2), 130152. doi:10.1080/09620214.2020.1856000

Keeling, 2019 Keeling, A. (2019). Education in China – A growing market. International Teacher Magazine, April. Retrieved from https://consiliumeducation.com/

Kelly, 2021 Kelly, H. (2021). Leaders under pressure. International Teacher Magazine. January. Retrieved from https://consiliumeducation.com/

Khalil and Kelly, 2020 Khalil, L. , & Kelly, A. (2020). The practice of choice-making: Applying Bourdieu to the field of international schooling. Journal of Research in International Education, 19(2), 137154.

Kim and Mobrand, 2019 Kim, H. , & Mobrand, E. (2019). Stealth marketisation: How international school policy is quietly challenging education systems in Asia. Globalisation, Societies and Education, 17(3), 310323.

Koh, 2019 Koh, S. Y. (2019). Disrupted geographical arbitrage and differential capacities of coping in later-life: Anglo-western teacher expatriates in Brunei. International Migration Review. doi:10.1177/0197918320926910

Koh, 2020 Koh, S. (2020). Disrupted geographic arbitrage and differential capacities of coping in later-life: Anglo-Western teacher expatriates in Brunei. International Migration Review. doi:10.1177/0197918320926910

Kong et al., 2020 Kong, L. , Woods, O. , & Zhu, H. (2020). The (de)territorialised appeal of international schools in China: Forging brands, boundaries and inter-belonging in segregated urban space. Urban Studies. doi:10.1177/0042098020954143

Kostogritz and Bonar, 2019 Kostogritz, A. , & Bonar, G. (2019). The relational work of international teachers: A case study of a Sino-foreign school. Transitions: Journal of Transient Migration, 3(2), 127144.

Lai et al., 2016 Lai, C. , Li, Z. , & Gong, Y. (2016). Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong. Teaching and Teacher Education, 54(1), 1221.

Lehman, 2020 Lehman, C. (2020). Teaching assistants in international schools: Perceptions and perspectives. Beyond Words, 8(1), 4759.

Lehman and Welch, 2020 Lehman, C. , & Welch, B. (2020). A quantitative investigation of language policy in international schools in East Asia. Research in Educational Policy and Management, 2(2), 118.

Lui, 2018 Lui, S. (2018). Neoliberal global assemblages: The emergence of ‘public’ international high school curriculum programs in China. Curriculum Inquiry, 48(2), 203219.

Machin, 2017 Machin, D. (2017). The great Asian international school gold rush: An economic analysis. Journal of Research in International Education, 16(2), 131146.

Machin, 2019 Machin, D. (2019). The organisational evolution of contemporary international schools. Journal of Research in International Education, 18(2), 109124.

Maxwell et al., 2020 Maxwell, C. , Yemini, M. , Engel, L. , & Lee, M. (2020). ‘Cosmopolitan Nationalism’ in the cases of South Korea, Israel and the US. British Journal of Sociology of Education, 41(6), 845858.

McNulty et al., 2019 McNulty, Y. , Lauring, J. , Jonasson, C. , & Jan, S. (2019). Highway to hell? Managing expatriates in crisis. Journal of Global Mobility, 7(2), 157180.

Merriman, 2020 Merriman, R. (2020, February 17). International school market has grown 10× since 2000. Retrieved from imidaily.com

Metli and Lane, 2020 Metli, A. , & Lane, J. F. (2020). International mindedness: A revised conceptual framework. Journal of Research in International Education, 19(3), 202219.

Metli et al., 2019 Metli, A. , Martin, R. , & Lane, J. (2019). Forms of support and challenges to developing international-mindedness: A comparative case study within a national and an international school in Turkey. Compare: A Journal of Comparative and International Education, 49(6), 9831001.

Mitchem, 2020 Mitchem, M. (2020). ‘A woman before a person’: Teachers navigating gender roles during international experiences. Globalisation, Societies and Education. doi:10.1080/14767724.2020.1861438

Morrison, 2019a Morrison, N. (2019a, October 2). China's threat to golden age for Western schools. Retrieved from Forbes.com

Morrison, 2019b Morrison, N. (2019b, January 30). International schools are broadening their appeal and breaking down barriers. Retrieved from Forbes.com

Phillips and Petrova, 2021 Phillips, J. , & Petrova, S. (2021). The materiality of precarity: Gender, race and energy infrastructure in urban South Africa. Economy and Space. doi:10.1177/0308518X20986807

Phillips, 2017 Phillips, T. (2017, December 7). Westminster School to set up branches in China to teach Chinese curriculum. The Guardian. Retrieved from www.guardian.com

Poole, 2017 Poole, A. (2017). Interpreting and implementing the IB Learner Profile in an internationalised school in China: A shift of focus from the ‘Profile as text’ to the ‘lived Profile’. Journal of Research in International Education, 16(3), 248264.

Poole, 2018 Poole, A. (2018). ‘We are a Chinese school’: Constructing school identity from the lived experiences of expatriate and Chinese teaching faculty in a Type C international school in Shanghai, China. International Journal of Progressive Education, 14(1), 105121.

Poole, 2019a Poole, A. (2019a). How internationalised school teachers construct cross-cultural identities in an internationalised school in Shanghai, China. Unpublished Doctoral Thesis, University of Nottingham.

Poole, 2019b Poole, A. (2019b). ‘I am an internationalising teacher’: A Chinese English teacher's experiences of becoming an international teacher. International Journal of Comparative Education and Development, 21(1), 3145.

Poole, 2019c Poole, A. (2019c). International education teachers' experiences of being part of a global educational precariat in China. Journal of Research in International Education, 18(1), 6076.

Poole, 2019d Poole, A. (2019d). Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai. Intercultural Communication Education, 2(2), 5970.

Poole, 2019e Poole, A. (2019e). Teacher (in)discretion in international schools. On Education: Journal for Research and Debate, 2(5), 112.

Poole, 2020a Poole, A. (2020a). Constructing international school teacher identity from lived experience: A fresh conceptual framework. Journal of Research in International Education, 19(2), 155171.

Poole, 2020b Poole, A. (2020b). Decoupling Chinese internationalised schools from normative constructions of the international school. Compare: A Journal of Comparative and International Education, 50(3), 447454.

Poole, 2020c Poole, A. (2020c). International school teachers' experiences of precarity as part of the Global Middle Class in China: Towards resilience capital. The Asia-Pacific Education Researcher, 29(3), 227235.

Poole, 2020d Poole, A. (2020d). Narrative inquiry and relational ethics: Negotiating the lived experiences of international school teachers in China. International Journal of Research & Method in Education, 44(2), 113124.

Poole, 2021a Poole, A. (2021a). Beyond the tyranny of the typology: Moving from labelling to negotiating international school identities. Educational Review. doi:10.1080/00131911.2021.1875992

Poole, 2021b Poole, A. (2021b). International school teachers' lived experiences – Examining internationalised schooling in Shanghai. London: Palgrave Macmillan.

Poole and Bunnell, 2020 Poole, A. , & Bunnell, T. (2020). Developing the notion of teaching in ‘International Schools’ as precarious: Towards a more nuanced approach based upon ‘transition capital’. Globalisation, Societies and Education, 19(3), 287297.

Proctor, 2019 Proctor, K. (2019). Wellness paradigms in predicting stress and burnout among beginning expatriate teachers. Unpublished Doctoral Thesis, Walden University.

Quinn, 2020 Quinn, C. (2020, January 10). Chinese Government boost ‘international school’ support. Retrieved from thepienews.com

Rey and Bolay, 2020 Rey, J. , & Bolay, M. (2020). Corporate cosmopolitanism: Making an asset of diversity and mobility at Swiss international schools. ACME: An International Journal for Critical Geographies, 19(1), 106130.

Rey et al., 2020 Rey, J. , Bolay, M. , & Gez, Y. (2020). Precarious privilege: Personal debt, lifestyle aspirations and mobility among international school teachers. Globalisation, Societies and Education, 18(4), 361373.

Robertson, 2018 Robertson, A. (2018, June 16). International schools to recruit more UK teachers. Retrieved from schoolsweek.co.uk

Rombaut, 2020 Rombaut, C. (2020). Improving international teacher retention in São Paulo international schools: What can leaders do? Unpublished Doctoral Thesis, University of Western Ontario.

Ross, 2020 Ross, M. (2020). Identifying and measuring the intercultural competencies of educators in international school settings. Unpublished Doctoral Thesis, University of Bath.

Salusbury, 2020 Salusbury, M. (2020, September 10). Why international schools will weather the Covid storm. Retrieved from elgazaette.com

Savva, 2013 Savva, M. (2013). International schools as gateways to the intercultural development of North-American teachers. Journal of Research in International Education, 12(3), 214227.

Savva, 2015 Savva, M. (2015). Characteristics of the international educator and the strategic role of critical incidents. Journal of Research in International Education, 14(1), 1628.

Savva, 2017 Savva, M. (2017). The personal struggles of national educators working in international schools: An intercultural perspective. Globalisation, Societies and Education, 15(5), 576589.

Schulleri and Saleh, 2020 Schulleri, P. , & Saleh, B. K. (2020). Definitions of mentee resistance to mentoring: Experiences of international teacher mentors in Kazakhstan's Nazarbayev Intellectual Schools. European Journal of Educational Research, 9(3), 12971307.

Shields, 2017 Shields, R. (2017). Expanding the borders of The Sociological Imagination: Spatial difference and social inequality. Current Sociology, 65(4), 533552.

Sims, 2018 Sims, J. (2018, May 18). COBIS: British schools overseas can help UK teacher shortage. Retrieved from ie-today.co.uk

Speck, 2019 Speck, D. (2019, August 23). Revealed: ‘Phenomenal growth’ of international schools. Retrieved from tes.com

Stacey, 2020 Stacey, V. (2020, October 13). International school market sees continued expansion in 2020. Retrieved from thepienews.com

Sywelem, 2020 Sywelem, M. (2020). Challenges and facilitators of new teachers' professional socialization in international schools in Saudi Arabia. Leadership and Policy in Schools. doi:10.1080/15700763.2020.1811878

Tarc and Mishra Tarc, 2015 Tarc, P. , & Mishra Tarc, A. (2015). Elite ‘International Schools’ in the Global South: Transnational space, class relationalities and the ‘middling’ international schoolteacher. British Journal of Sociology of Education, 36(1), 3452.

Tarc et al., 2019 Tarc, P. , Mishra Tarc, A. , & Wu, X. (2019). Anglo-Western international school teachers as global middle class: Portraits of three families. Discourse: Studies in the Cultural Politics of Education, 40(5), 666681.

Toh, 2020 Toh, G. (2020). Schooling (for) Japanese children in cosmopolitan Singapore: Building bridges and erecting barriers. International Studies in Sociology of Education, 29(3), 274292.

Wechsler, 2017 Wechsler, A. (2017, June 5). The international school surge. Retrieved from theatlantic.com

Wettewa, 2016 Wettewa, V. (2016). Postcolonial emotionalism in shaping education: An analysis of international school choice in Sri Lanka. International Education Journal: Comparative Perspectives, 15(1), 6683.

Wong, 2021 Wong, H. (2021, February 1). Two-way process: Supporting local staff in international schools. International Teacher Magazine. Retrieved from https://consiliumeducation.com/

Woods and Kong, 2020 Woods, O. , & Kong, L. (2020). The spatial subversions of global citizenship education: Negotiating imagined inclusions and everyday exclusions in international schools in China. Geoforum, 112(1), 139147.

Wright et al., 2021 Wright, E. , Ma, Y. , & Auld, E. (2021). Experiments in being global: The cosmopolitan nationalism of international schooling in China. Globalisation, Societies and Education. doi:10.1080/14767724.2021.1882293

Wu and Koh, 2021 Wu, W. , & Koh, A. (2021). Being “international” differently: A comparative study of transnational approaches to international schooling in China. Educational Review. doi:10.1080/00131911.2021.1887819

Wu and Tarc, 2019 Wu, X. , & Tarc, P. (2019). Chinese international students in a Canadian private secondary school: Becoming flexible citizens? Compare: A Journal of Comparative and International Education. doi:10.1080/03057925.2019.1684242

Wynne-Hughes and Pswarayi, 2020 Wynne-Hughes, E. , & Pswarayi, C. (2020). Stories from international schools. In T. Teo & E. Wynee-Hughes (Eds.), Postcolonial governmentalities: Rationalities, violences and colonial questions (pp. 7192). New York, NY: Rowman & Littlefield.

Yang et al., 2018 Yang, G. , Badri, M. , Rashedi, A. , & Almazroui, K. (2018). The social and organisational determinants of school commitment of expatriate teachers. Journal of Research in International Education, 17(1), 3348.

Yemini, 2019 Yemini, M. (2019). Connecting different spheres of internationalisation in education: Internationalisation policies in schooling – national and organisational perspectives. Policy Futures in Education, 17(6), 674676.

Yemini and Fulop, 2015 Yemini, M. , & Fulop, A. (2015). The international, global and intercultural dimensions in schools: An analysis of four internationalised Israeli schools. Globalisation, Societies and Education, 13(4), 528552.

Young, 2018 Young, N. (2018). Departing from the beaten path: International schools in China as a response to discrimination and academic failure in the Chinese educational system. Comparative Education, 54(2), 159180.