Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665373
Title: The potentials that positioning theory as an analytical framework can offer to understand the professional identity and social engagement of the expatriate teacher in the context of international schools
Author: Boross De Levay, Catherine
Awarding Body: University of Bath
Current Institution: University of Bath
Date of Award: 2012
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Abstract:
The present inquiry sets out to explore the self as an expatriate eacher working in international schools, through the lens of ositioning. To better understand complex phenomena such as the self and its episodic encounters in the social arena, this study uses positioning theory as an analytical framework. The self is followed as it moves from its private sphere to the social milieu where it takes on its multiplicity, as a social being. The dynamics of positioning is illustrated by the mutually determined triad. Hence, the self is looked at in one of its main social engagements: the recruitment where the social episode is mutually framed by the storylines of the participants, the social force and the position taken on. Illustrations are given to exemplify and extend the use of positioning theory in an international school context. The implications brought up by the results of the present inquiry are applicable not only to the expatriate teacher but also to the wider expatriate community.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.665373  DOI: Not available
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