The discursive (re)positioning of the foreign teacher: Understanding changing teacher roles in China's internationalised school sector

Abstract

This paper explores the changing roles of foreign teachers in China's internationalised schools in a post-reform era. These transformations have significantly reduced the presence of foreign teachers, giving rise to the dominance of their Chinese counterparts. By employing positioning theory and conducting in-depth interviews with 29 teachers from two internationalised schools, this study brings into focus the complex dynamics of how Chinese and foreign educators perceive and position each other. The findings reveal a paradoxical situation: foreign teachers, while increasingly marginalised in professional roles, remain symbolically indispensable for marketing and upholding internationalised schools' international image. This dual perspective sheds light on the intricate interplay of market forces, cultural expectations, and educational policies. The study underscores the crucial need for adaptability and cultural competency among foreign teachers and school leaders to successfully navigate these profound shifts.