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Globalizing Teachers: Policy and Theoretical Dimensions

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Global Teachers, Australian Perspectives

Abstract

This chapter reviews the international literature on global teachers in countries like the United Kingdom, Canada, the United States of America, China, South Africa, New Zealand, and Pacific Islands and introduces key points of theoretical departure for the study of global teachers. It outlines the methodology underlying the Australian fieldwork with global teachers that is the heart of this book. The book draws on two intersecting literatures: that of education and migration. Global teachers are part of the increasing global mobility of professionals in what Castles and Miller (2009) call the ‘Age of Migration’, and part of the phenomenon of circular migration. Education is increasingly embedded within the neoliberal construct of marketization. This international mobility of teachers is embedded in their transnational social networks. Key theoretical points of departure are Bourdieu’s concept of capital reconversion and cultural capital; Miles’s concept of ‘racialization’ and Connell’s concept of Southern theory.

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Authors and Affiliations

  1. Centre for Educational Research, University of Western Sydney, Penrith, NSW, Australia

    Carol Reid & Michael Singh

  2. Cosmopolitan Civil Societies Research Centre, University of Technology Sydney, Broadway, NSW, Australia

    Jock Collins

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Reid, C., Collins, J., Singh, M. (2014). Globalizing Teachers: Policy and Theoretical Dimensions. In: Global Teachers, Australian Perspectives. Springer, Singapore. https://doi.org/10.1007/978-981-4451-36-9_2

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