Disrupting conventional conceptions of parental engagement: Insights from international schools

Abstract

Recently, increases in numbers of international schools have been fuelled by a growth in numbers of aspirational families selecting them. The perception that international education affords children access to social advantages has been established in the school choice literature, but there has yet to be an examination of this trend in relation to parental engagement in international schools. Views of parents on this growing trend will be sought in a separate study, but in this paper we approach the problem through international school staff perceptions of issues relating to parents. These emerged during interviews with those responsible for implementing one part of the International Baccalaureate Diploma Programme: Creativity, Activity, Service. A communities of educational practice framework, adapted for parental engagement, indicated previously unidentified tensions in the international school/parent relationship. Conditions in international education markets create conditions that tip the balance of power, conventionally with the school, towards already-privileged international school parents, raising important questions about the relationship between international schools and social inequalities perpetuated by education.

More than interchangeable ‘local’ teachers: Host country teachers’ journeys into internationalised school teaching in China

“…According to ISC research, the balance between children of expatriate and local families attending international schools is estimated to have shifted in the last two decades in favour of the latter, from 80:20% in 1989 to 20:80% by 2019 (ISC Research, 2019). These schools are perceived by middle class parents as giving their child an advantage by experiencing an English-medium education which is intimately connected to their ‘aspirations concerned with potential for their children to access international opportunities’ (McIntosh and Hayden, 2021, 2). Whereas international schools were once clustered in the global North (Europe and the US), the global South has now emerged as the main arena of activity (Gaskell, 2019).…”