國立虎尾科技大學 |

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

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	International schools, teaching and governance/ by Carmen Blyth.
其他題名:	an autoethnography of a teacher in conflict /
作者:	Blyth, Carmen.
出版者:	Cham :Springer International Publishing : : 2017.,
面頁冊數:	xxvii, 192 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
標題:	International schools. -
電子資源:	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:

815077
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 /
LDR:02437nam a2200325 a 4500 001 958930
003 DE-He213
005 20170227074316.0
006 m d
007 cr nn 008maaau
008 201118s2017 gw s 0 eng d
020 $a 9783319467832 $q (electronic bk.)
020 $a 9783319467825 $q (paper)
024 7 $a 10.1007/978-3-319-46783-2 $2 doi
035 $a 978-3-319-46783-2
040 $a GP $c GP
041 0 $a eng
050 4 $a LC1090 $b .B59 2017
072 7 $a JNMT $2 bicssc
072 7 $a EDU046000 $2 bisacsh
072 7 $a EDU024000 $2 bisacsh
082 0 4 $a 370.116 $2 23
090 $a LC1090 $b .B661 2017
100 1 $a Blyth, Carmen. $3 1251351
245 1 0 $a International schools, teaching and governance $h [electronic resource] : $b an autoethnography of a teacher in conflict / $c by Carmen Blyth.
260 $a Cham : $b Springer International Publishing : $b Imprint: Palgrave Macmillan, $c 2017.
300 $a xxvii, 192 p. : $b ill., digital ; $c 24 cm.
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.
650 0 $a International schools. $3 815077
650 1 4 $a Education. $3 555912
650 2 4 $a Teaching and Teacher Education. $3 783596
650 2 4 $a Early Childhood Education. $3 1112548
650 2 4 $a Administration, Organization and Leadership. $3 768887
650 2 4 $a Sociology of Education. $3 768504
650 2 4 $a International and Comparative Education. $3 768864
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-46783-2
950 $a Education (Springer-41171)