Bridging the gaps between educators' values and the expectations of elite families requires a thoughtful and multi-faceted approach. Some of these include but are not limited to:

·       Critical Reflection and Self-Awareness: Educators should engage in critical reflection on their own biases, values, and practices to better understand how they impact student learning (Gay, 2010).

·       Culturally Responsive Teaching: Incorporate culturally responsive teaching practices that acknowledge and value diverse backgrounds, experiences, and perspectives (Ladson-Billings, 1995).

·       Inclusive Curriculum Design: Develop curricula that reflect diverse perspectives, experiences, and histories, and promote critical thinking, empathy, and social responsibility (Banks, 2004).

·       Parent-Teacher Partnerships: Foster collaborative relationships with parents from diverse backgrounds, listening to their concerns, and involving them in decision-making processes (Epstein, 2011).

·       Professional Development and Support: Provide ongoing professional development opportunities for educators to enhance their cultural competence, pedagogical skills, and understanding of diverse student needs (Cochran-Smith, 2004).

·       School Culture and Climate: Foster a positive school culture and climate that values diversity, promotes social justice, and supports the well-being of all students (Wang, 2015).

By implementing these strategies, educators can bridge the gaps between their values and the expectations of elite families, creating an inclusive and high-quality learning environment that supports the diverse needs of all students.

References

Apple, M. W. (2018). The struggle for democracy in education. Routledge.

Banks, J. A. (2004). Multicultural education: Issues and perspectives. Wiley.

Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). Greenwood Press.

Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. Teachers College Press.

Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

Gaztambide-Fernández, R. A. (2009). The best of the best: Becoming elite at an American boarding school. Harvard University Press.

Khan, S. R. (2011). Privilege: The making of an adolescent elite at St. Paul's School. Princeton University Press.

Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.

Lareau, A. (2011). Unequal childhoods: Class, race, and family life. University of California Press.

Wang, M. (2015). School climate and student well-being: A systematic review. Journal of Educational Psychology, 107(4), 943-955.

The expectations that administrators and expatriates requires from international teachers are quite similar in nature. Administrators require teachers to uphold the school policies and to set high standards of achievements for the students. It is also the expectations from administrators and expatritiates that teachers have the highest level of academic achievements example a master’s degree before they are hired. The teacher is expected to communicate effectively and create classroom that promotes dialoguing and reciprocal learning. They also expect the international teacher to exhibit cultural sensitivity, awareness and respect for the varying traditions and values in the school. The teacher is also expected to be adaptive to unforeseeable changes and be able to address to these needs. Parents expect international teachers to offer emotional support to their children to help them transition into the new environment.  

 Regardless of the  different expectations by administrators and expatriate parents there are some beliefs that can be reconciled by creating and maintain open communication to eliminate ambiguity of expectations by both parties. Respect must be shown for all cultures and experiences. Flexibility, adaptability, accountability and engagement, must be maintained to facilitate students well being. Understanding the identities of these teachers in international schools is essential for schools and schooling systems in trying to recruit teachers ( Bailey,L. 2019).Administrators and  parents should view international teachers coming with their identities as an assets that will further enriched the school culture. The needs to work collaboratively with international teachers and support them in their endeavours to navigate the complexities of teaching within an international context are paramount for both administrators and parents.  

Reference (Bailey,L.etal 2019) Exploring Teacher Identity in International Schools: Key Concepts for Research.

One of the most challenging aspects of the role is reconciling differing educational philosophies. Many international school teachers enter the profession with a strong commitment to student-centered learning and inquiry-based approaches. However, the pressure from families often leans toward measurable outcomes, and a more traditional view of academic success. This often leads to tensions over curriculum choices, assessment methods, and the very purpose of education itself (Hayden & Thompson, 2013; Pearson, 2019).

The pressure to meet these expectations can sometimes create ethical and pedagogical dilemmas. International school teachers may find their professional autonomy constrained by parental influence, school branding, and policies that prioritize reputation over inclusive education. It’s difficult when teachers feel forced to compromise on their values in order to meet the demands of families who treat education as a business, where financial considerations often take precedence over the best interests of students (Bunnell, 2016).

Cultural differences between teachers, students, and their families can also be a challenge. Many international schools cater to a globally mobile elite, making it difficult for teachers to relate to the privileged backgrounds of their students. This insulated world can make it hard to instill values such as empathy, resilience, and social responsibility. Additionally, local teachers and staff may feel marginalized within the school, contributing to an imbalance of power and influence (Bailey, 2020; Pearson, 2019).

Despite these challenges, international school teachers can advocate for equity and inclusion in their roles. By weaving diverse perspectives into the curriculum and encouraging students to think critically about issues like privilege and social responsibility, teachers can help expand students' worldviews. Building relationships with local communities allows for engagement beyond the exclusive bubble of the school, which is essential for fostering a more inclusive education (Benson, 2011; Savva, 2015).

Promoting a school culture that values diversity and inclusivity is something that international school teachers can strive to do every day. By incorporating culturally responsive teaching strategies, teachers can ensure all students feel heard and valued, regardless of background. Collaboration with school leadership to implement policies that promote diversity in hiring, scholarships, and anti-bias training is another way teachers can push for change within the school. Staying connected with networks focused on social justice in education helps teachers stay informed and continue advocating for best practices in the field (Bunnell, 2016).

In addition to academic skills, it’s important for students to develop socio-emotional learning and a sense of global citizenship. Professional development opportunities for teachers, along with engagement in conversations about social justice, help create more inclusive learning environments that nurture both academic success and ethical awareness (Hayden & Thompson, 2013).

Ultimately, the role of international school teachers is complex and requires balancing the expectations of both the institution and their own educational values. By critically engaging with their professional identity and advocating for equitable practices, teachers can contribute to an education system that is not just academically rigorous, but also inclusive and socially responsible (Savva, 2015; Pearson, 2019).

References:

Benson, P. (2011). Teaching and researching autonomy. Pearson.

Bailey, L. (2020). The ‘middling’ international school teacher: A critical examination. Journal of International Education, 25(2), 1-16. https://doi.org/10.1177/0020973420926061

Savva, M. (2015). International schools as global learning spaces: Teacher identity and pedagogical agency. Educational Review, 67(3), 321-334. https://doi.org/10.1080/00131911.2014.896564

Pearson, M. (2019). Class relations in elite international schools. Routledge.

Hayden, M., & Thompson, J. (2013). International schools: Antecedents, current issues, and metaphors for the future. Oxford Review of Education, 39(6), 1-18. https://doi.org/10.1080/03054985.2013.844778

Bunnell, T. (2016). Teachers in international schools: A global workforce. Journal of Research in International Education, 15(3), 1-14. https://doi.org/10.1177/1475240916672952

The globalisation of education comes with the internalisation of the roles and responsibilities of teachers. The changing dynamics of the phenomenon within the educational space predominantly call for the alteration of pedagogical content, practices and approaches to meet classroom development and the general educational environmental diversity.

International educators synchronously, must be adaptive by being culturally responsive educators with a renewed pedagogical understanding sustained in cultural fragmentation and nuance of the territory served. Teachers’ instructional activities should be reflective, conforming to local demands while maintaining standards. Fostering group norms can be very challenging and complicated, however, it will require personal and professional ingenuity on the part of facilitators to break the boundaries of individual teaching against group teaching. Bailey (2019) concluded that a real teacher is not someone who takes delight in simply getting up in a room and teaching, but one who has certain qualifications, a long-term motivation related to wanting to help children. Central to this is the adaptation of compensatory pedagogy that involves teaching with students in mind and not only with the curriculum in sight.

Building on this, international teachers face backtracks of complexities in terms of expectations and beliefs. The mythical belief of academic excellence rooted in some international cultures cast a snail on educational philosophies founded on holistic development and student well-being. Some cultures gravitate towards academic rewards and achievements instead of long-term learning that trains children to be more creative, innovative, critical thinkers and problem solvers. Teachers need to adopt a mixed approach by developing a strategy that caters for such vulnerabilities to sustain the real essence of education. This can be achieved through collaboration, building of networks and active participation in professional development programs.

Exacerbating the plight of educators amidst these complexities is an unending challenge of respect and cultural shocks. According to Tarc and MishraTarc (2015), “International educators are sometimes viewed by the elite populations as caregivers or service workers rather than as educated professionals” (p. 49). This eroded their confidence and competence barring them from functioning as desired. Halicioglu (2015) pointed out new cultural settings in an international school, student behaviour and staff cultural norms may be in opposition to what the teacher has experienced before. Teachers can effectively navigate through this by implementing a diverse curriculum and being ethical in their teaching by learning.

References

Bailey, L.,&Cooker,L.(2019).ExploringTeacherIdentityinInternationalSchools:KeyConcepts forResearch.JournalofResearchinInternationalEducation,18(2),125–141.

Halicioglu ML (2015) Challenges facing teachers new to working in schools overseas. Journal of Research in International Education 14(3): 242–257.

Tarc,P.,&MishraTarc,A.(2015).EliteinternationalschoolsintheGlobalSouth:transnational space,classrelationalitiesandthe“middling”internationalschoolteacher.BritishJournalof SociologyofEducation,36(1),34–52.

International educators are challenged with a scenario where their ethical and moral values contradict the values of affluent parents. Teachers often experience ethical dilemmas, such as balancing inclusivity with the exclusivity inherent in international schools’ “gatedness” (Tarc & Tarc, 2015). Additionally, “accidental teachers” (Bailey & Cooker, 2019, p. 134)—those who entered the profession opportunistically—may struggle with imposter syndrome, complicating their advocacy efforts. Teachers are always burdened with the expectation to balance between local culture and uphold western educational methods and standards, which further strains their professional identity.

However, teachers’ “middling” their positions (Tarc & Tarc, 2015, p. 41) in between school leaders, families, and local staff offers unique advocacy benefits. Through the fostering of intercultural dialogues and critiquing inequitable policies, equity can be promoted. For example, leveraging their role as “Third Culture Teachers” (Bailey & Cooker, 2019, p. 135), who blend global and local pedagogies, educators can design inclusive curricula that challenge elitism. Professional development sessions are required for teachers on equity and diversity and collaboration with local communities to amplify their impact further.

Ultimately, international school teachers are required to overcome the obstacles and navigate transnational class dynamics while advocating for systemic change. Their position as intermediaries enables them to bridge divides, making them pivotal in redefining international education’s purpose beyond elitism.

References
Bailey, L., & Cooker, L. (2019). Exploring teacher identity in international schools: Key concepts for research. Journal of Research in International Education, 18(2), 125–141. https://doi.org/10.1177/1475240919865035
Tarc, P., & Tarc, A. M. (2015). Elite international schools in the Global South: Transnational space, class relationalities and the ‘middling’ international schoolteacher. British Journal of Sociology of Education, 36(1), 34–52. https://doi.org/10.1080/01425692.2014.971945

       Reflecting on my international teaching journey, it’s a norm for us to uphold the school mission as well as navigating through complexities of professional identity formation and administrative expectation, drawing from Bailey & Cooker (2019), stresses on the international educator find themselves negotiating between institutional expectation and educational philosophies. Tarc & Tarc, (2014) referred to it as “middling position”. Taking a look at my expectations on how I needed to develop culturally responsive teaching methods that must align with global best practice with local expectation. Teacher identity vs administrators closely monitor curriculum implementation and class practices. According to the article, such experiences create a shift in professional identity, some may feel deskilled or restricted by rigid school policies. The reality of teachers and the school’s expectation on providing a globally competitive education   while providing a diverse student population. The advocate for equity, inclusion vs the elite families and administration prioritizing academic outcome over holistic development.   

   Above all, it’s the role of an international educator to create a balance of cultural adaptation and personal teaching belief this is accomplished by fostering healthy conversation and collaborative inquiry that would enable teachers and administration to engage, empower and motivate, share stories and narratives, flexible teaching approaches and culturally responsive practices.

References

Bailey, L., & Cooker, L. (2019). Exploring Teacher Identity in International Schools: Key Concepts for research. Journal of Research in International Education, 18(2), 125–141. https://doi.org/10.1177/1475240919865035

Tarc, P., & Tarc, A. M. (2014). Elite international schools in the Global South: transnational space, class relationalities and the ‘middling’ international schoolteacher. British Journal of Sociology of Education, 36(1), 34–52. https://doi.org/10.1080/01425692.2014.971945

To succeed in these schools, teachers need skills like flexibility, adaptability, a growth mindset, collaboration, and technological proficiency. However, a key requirement often overlooked is fluency in English, which is typically the main language of communication. This can disadvantage non-native English-speaking teachers while giving expatriate teachers an edge, even in their own communities.

International teachers must possess specific skills along with certifications and qualifications to teach in international schools, which can result in lower salaries compared to their counterparts. Examples of such certifications include Qualified Teacher Status (QTS) in the UK and International Baccalaureate (IB) accreditation. This creates pressure for local teachers to obtain similar qualifications if they want to teach internationally.There is a burgeoning literature that distinguishes between teacher identity and teacher professional identity, noting the importance of specific knowledge and skills to the latter, and narratives of the self to the former (Beauchamp & Thomas, 2009 as cited in Bailey & Cooker, 2019). The role of teacher education in enabling agentic interaction between these two aspects of identity has also been explored (Friesen & Besley, 2013, as cited in Bailey & Cooker, 2019).

The international teacher assumes leadership, mentorship, cultural mediation roles etc on different levels in various schools. The international Teacher is responsible for

1)    Adapting and delivering international curricula like the IB while engaging in best practices like differentiation and standardize testing formats

2)    Integrating technology into everyday teaching and learning through interactive and engaging classes; these classes must also cater for the educational needs of the individual pupils in the class i.e IEP (for special needs), EAL ( English as Additional need) etc .

3)    Lead students in extracurricular activities, service learning and also are responsible for promoting and inclusive and socially just classroom.

4)    The safety and overall well being of students under their care.

5)    Building a culturally sensitive community within the classroom and helping students to develop international mindedness and growth mindset.

They will confidently assume leadership roles, actively collaborate, and share knowledge with colleagues while making a strong commitment to self and professional development. Furthermore, they will seamlessly integrate into the community.

Reference

Bailey, L., & Cooker, L. (2019). Exploring Teacher Identity in International Schools: Key Concepts for research. Journal of Research in International Education, 18(2), 125–141. https://doi.org/10.1177/1475240919865035

Teachers at international schools like AISL, GIS, and ISHCMC are expected to follow and teach according to international standards, often based on frameworks like the American curriculum, Turkish, or Cambridge IGCSE (International Baccalaureate Organization, 2022).

From my experience attending numerous trainings and seminars at AISL back in Nigeria, I have seen firsthand how teachers are encouraged to align with these foreign educational standards. While this approach is beneficial in many ways, particularly for maintaining high academic standards, it’s important to recognize that these teachers are Nigerians, bringing their cultural background and values with them. As much as it’s necessary to guide teachers to meet these international benchmarks, I believe it’s equally essential for the leadership of these schools to recognize the value of blending both local and global perspectives in teaching practices (Sachs, 2016). This way, teachers can maintain their cultural identity while still meeting the high standards expected of them.

At the same time, parents in these international schools often have high expectations, sometimes pushing teachers to run the school like a full-fledged American-style institution, driven by prestige and social status (Cummings, 2019). This often leads to frustration, as teachers feel pressured to meet these expectations while trying to maintain their values and teaching practices, sometimes at the cost of their originality. There’s a delicate balance between adapting to international standards and honoring the rich Nigerian cultural identity that teachers bring with them.

Teachers in international schools must often reconcile their personal educational beliefs with the expectations of the expatriate families they serve. These families, accustomed to Western or international education models, may have certain expectations regarding structure, discipline, and pedagogy, which can sometimes clash with the more flexible, context-driven teaching methods that Nigerian teachers may have been trained in (Sleeter, 2011). Teachers who can blend local and international educational philosophies can create a more enriching learning environment, benefiting students from diverse backgrounds. This ability helps create innovative, culturally responsive teaching strategies, promoting both global competencies and local cultural richness (Banks, 2015).

References:

• Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching. Routledge.

• Cummings, W. K. (2019). The global education race: Taking the measure of PISA and international testing. Teachers College Press.

• International Baccalaureate Organization. (2022). What is the International Baccalaureate? Retrieved from https://www.ibo.org

• Sachs, J. (2016). Teacher professionalism and standards: Challenges and opportunities. Cambridge University Press.

• Sleeter, C. E. (2011). Preparing teachers for culturally diverse schools: A critical analysis of the literature. Journal of Teacher Education, 62(2), 124-136

In obviously unequal societies, teachers will be confronted with inequity on a daily basis. Tarc and Tarc (2014) in their compelling work on the ‘middling’ international teacher captured this quite clearly through Donald’s experiences as an international teacher. The easy route would be to just accept things as they are – believing that they cannot do anything about it. However, while it is true that such established structures are unlikely to be changed by singular efforts of individual teachers, they can choose not to contribute to or perpetuate them in their own classrooms. One of the ways that teachers can catalyse change at their individual level as teachers is to confront and address such difficult topics with their students and colleagues. This will require some sensitivity and bridge-building. They may tease out and learn from alternative opinions expressed while also passing on their own opinions on the need for equity and inclusion. For such discussions to be effective, the teacher must be prepared before hand – knowing that things may become charged and the discussion may be derailed by emotive responses. They must therefore be active and intentional as they facilitate (not take over) the discussions. Knowing when to step back and breathe while allowing others to do same if they need to, posing different scenarios with the expectation that such discussions cannot be had and completed in one session. (M CRLT, 2021).

International teachers may also achieve the above goal through the use of disruptive curriculum and pedagogy. This is particularly useful in institutions with more traditional and conventional pedagogies/curricular which teachers are expected to reproduce year in year out. Going outside of the boundaries of the usual, teachers can intentionally infuse lessons on equity and inclusion in their curriculum or pedagogy such that students are confronted with these ideas. A classmate of ours in another course spoke about how she introduced topics on injustice to the indigenous community and residential schools into her English lessons – encouraging her students to engage critically, read and write about them. To introduce themes about racial inequality, she also encouraged them to read a novel (To Kill a Mocking Bird). She noted that, for some of her students, her pedagogy opened their eyes to issues that they had never heard about and catalysed further enquiry. In engaging in disruptive teaching, teachers must be careful not to offend cultural sensitivities or cross legal boundaries. For instance, same-sex marriages/relationships are illegal in Nigeria with clear punishments prescribed by law. An international teacher who decides to explore the inequities associated with such discrimination must first be aware that this is not an issue to be confronted directly but must apply wisdom in discussing such issues lest they be seen as encouraging criminality and punished.

Teachers must practice what they preach. A teacher who seeks to engender inclusion in their institution must first practice such inclusion. Little things like extending a hand of friendship to lower level staff, practicing courtesy and respect when relating with local colleagues and support staff will serve as examples for their students on how privilege can be leveraged to foster inclusion. When a teacher sees a support staff mistreated or unacknowledged, how do they react? They can show that such treatment is improper by how they treat such support staff. Little things like calling them by name instead of referring to them as ‘the cleaner’ or ‘the driver’, being polite to them and including them in informal discussions/community events will help them be seen. The fact that this powerful, privileged teacher ‘deigned’ to do so passes a powerful message and reinforces the humanity and importance of such people in the institution.

It is also important to take ‘teaching’ outside the four walls of the school and include the community in pushing for inclusion and equity. Teachers will benefit from parent-teacher and other community based events that serve to build bridges. A softly-softly approach will be useful here. International teachers are more likely to gain acceptance if they step outside their bubbles and seek out ways to build relationships with community. I will go back to Donald’s experience in Tarc and Tarc (2014), his visit to Malik’s home was such a powerful demonstration of inclusion. Malik may have felt uncomfortable and inferior but that gesture is unlikely to be forgotten. Were there ever any need to engage with Malik’s community, they would be more open to Donald than to others who never took such steps.

I will conclude my reflection with Bailey and Cooker’s striking thoughts on the need for teachers see it as part of their duty to educate the privileged students in international schools about the perspectives of the Somewheres, who may be working within the same institution, possibly as bus drivers, grounds-staff or cleaners. International teachers occupy a position of power which they can leverage to build bridges and teach relevant skills for achieving equity and inclusion. By travelling halfway around the world to take on their roles as international teachers, they have learnt those skills and are applying them daily. They must harness these skills to mould their students and leave them better – not just intellectually but socially and in other meaningful ways.

References:

Bailey, L. & Cooker, L. (2019). Exploring teacher Identity in international schools: Key concepts for research. Journal of Research in International Education. 18(2) 125–141

Tarc, P. & Tarc, A. M. (2014) Elite international schools in the Global South: transnational space, class relationalities and the ‘middling’ international schoolteacher. British Journal of Sociology of Education, 36(1), 34-52

University of Michigan Centre for Research in Learning and Teaching. (2021) Guidelines for discussing difficult or high stakes topics. https://crlt.umich.edu/publinks/generalguidelines

Teachers in elite international schools can play a key role in promoting equity and inclusion. These schools have students from different backgrounds, so teachers can use their position to include different ideas and perspectives in lessons. For example, they can talk about important topics like race, gender, and fairness in ways that help students understand each other and the world better. Teachers can also create a classroom where every student feels welcome and respected, no matter their background.

However, promoting equity and inclusion is not always easy. Many parents in these schools come from wealthy and powerful families, and they may have strong opinions about what their children should learn. Even though these challenges exist, teachers can still use their unique position to support equity and inclusion. They can create connections with students that help them understand and appreciate each other’s differences. Teachers can help students see the world from different viewpoints, which encourages empathy and global citizenship. This approach can make the classroom a more equal and inclusive place for all students.

THAT’S TEXTBOOK THEORY. IN REAL LIFE …

The "Middle" Position in International Schools in Vietnam Is Too Stressful:

Because teachers are in the "middle" of many demands—from powerful parents, the school administration, and their own beliefs about teaching (Tarc & Mishra Tarc, 2015). Teachers might feel torn between standing up for their students' needs for inclusion and trying to avoid conflict with influential families. They may also worry about their jobs if advocating for fairness goes against the wishes of wealthy parents (Bailey & Cooker, 2019).

Being in this "middle" position makes teaching very stressful. Teachers often find themselves playing many roles: they are not just teachers, but also employees who must meet the demands of the administration and school boards. Additionally, some parents treat teachers like customer service workers, expecting them to satisfy their needs as if the education is a product (Tarc & Mishra Tarc, 2015).

In countries like Vietnam where academic competitiveness in relatively high, the pressure can be even more intense. The constant pressure from parents, students, and administrators can make it impossible to focus solely on teaching. Trying to meet everyone’s needs can lead to burnout and frustration, as teachers are pulled in many different directions (Bailey & Cooker, 2019).

Do I want to teach in international schools? Can I work in international schools? What if I work in international schools?

Teaching in public schools, especially those with lower income, offers me a sense of freedom and authenticity that I value deeply. In these schools, I feel that I have more control over my teaching methods, curriculum choices, and the ability to address important topics such as equity and inclusion without the same level of pressure or limitations imposed by wealthy, influential stakeholders. I can engage students in meaningful discussions about social justice, identity, and fairness, without having to worry about appeasing powerful parents who may have very specific expectations or fears about these issues.

However, I also wonder if my choice not to pursue teaching in international schools comes from a lack of bravery or self-confidence. International schools, with their more affluent and diverse student populations, can be incredibly rewarding for educators who thrive in such settings. The chance to work in a global context and collaborate with highly motivated, often talented students could be exciting. But I sometimes question if I have the necessary skills or resilience to handle the pressure and demands that come with such an environment. The "middle" position sounds difficult, and I'm unsure if I would be able to manage the stress and conflicts that might arise. That uncertainty is something I continue to reflect on.

References:

Bailey, L., & Cooker, L. (2019). Exploring teacher identity in international schools: Key concepts for research. Journal of Research in International Education, 18(2), 125–141. https://doi.org/10.1177/1475240919865035

Tarc, P., & Mishra Tarc, A. (2015). Elite international schools in the Global South: Transnational space, class relationalities, and the ‘middling’ international schoolteacher. British Journal of Sociology of Education, 36(1), 34–52. https://doi.org/10.1080/01425692.2014.971945

Teaching in a multicultural environment, whether in Lagos or an international school, has shown me that teacher mobility and transience bring opportunities and challenges. While teaching English in Nigerian public schools, my students came from different ethnic groups, like Yoruba, Hausa, and Igbo. This mix made the classroom interesting, but it also meant I had to keep adjusting my teaching style or method. In international schools, teachers often move from one country to another. They bring new ideas, but they also face challenges, like fitting in with the expectations of rich families (Bailey & Cooker, 2019).

Teacher mobility means moving from one school or country to another. It has its ups and downs for both students and teachers. On one hand, it allows teachers to bring new teaching methods, cultural insights, and global perspectives to their classrooms. This helps students learn more and see the world differently. But moving a lot also means teachers don’t stay long in one place. This makes it hard to build strong relationships with families, students, and other colleagues. In Lagos, I saw that when teachers stay longer, students feel safer and more supported. In international schools, teachers change often, and this can make students feel unsettled. It’s harder for them to connect with new teachers, and teachers feel like they’re always starting over (Tarc & Mishra Tarc, 2015). When I moved from Nigeria to Canada, I saw how hard it was for my students when I left. Some of them missed me and sent me messages. It took them time to adjust to the new teacher. This showed me how important it is for students to have stability in their learning environment.

Another challenge is dealing with what wealthy parents want vis-a-vis teachers’ values. Many of these families see school as a way to keep or improve their status. They often care more about their child’s success than working together or including everyone. This can be a problem for teachers like me who believe in fairness and including everyone. For example, I once used Nigerian folktales to teach life lessons, but some parents didn’t think it was “academic enough.” In international schools, teachers might face similar problems when they try to include everyone. Rich families might not see the value in this (Tarc & Mishra Tarc, 2015).

Despite these challenges, I think teachers can make a difference. By showing how to include everyone and talking openly about fairness, they can help change how people think. For example, teachers can do group projects that celebrate different cultures or share stories from their own experiences. These small steps can help students and families see why including everyone is important (Bailey & Cooker, 2019).

In conclusion, teacher mobility and transience are like a double-edged sword. They bring challenges like instability and different expectations, but they also bring opportunities to share new ideas, celebrate diversity, and fight for fairness, justice, and equity. I feel that if teachers can maximize these opportunities, they will be able to create classrooms where every student feels important and valued, no matter where they come from or how long their teacher stays.

References 

Bailey, L., & Cooker, L. (2019). Exploring teacher identity in international schools: Key concepts for research. Journal of Research in International Education, 18(2), 125–141. 

Tarc, P., & Mishra Tarc, A. (2015). Elite international schools in the Global South: Transnational space, class relationalities and the “middling” international schoolteacher. British Journal of Sociology of Education, 36(1), 34–52.

Additionally, many international schools operate as for-profit institutions, creating contradictions between the idealistic vision of globalized education—often framed around intercultural understanding and ethical leadership—and the reality of reinforcing class privilege. Teachers may face resistance when promoting inclusive pedagogies, especially if these challenge dominant power structures within the school community. The pressure to maintain high parental satisfaction can discourage important discussions about privilege, inequality, and power, limiting opportunities for meaningful social change. However, teachers can navigate these tensions by finding ways for integrating discussions of social justice into the classroom, fostering critical thinking, and advocating for policy changes within their schools. They can also incorporate experiential education to create meaningful learning experiences that expose students to different social realities. Collaborations with local schools, NGOs, or community organizations can help students develop a deeper understanding of social justice issues beyond their insulated environments. It is essential, however, that such projects are not framed as "charity" but rather as opportunities for mutual learning and engagement. This approach could be beneficial to everyone involved.

References:

Bailey, L., & Cooker, L. (2019). Exploring teacher identity in international schools: Key concepts for research. Journal of Research in International Education, 18(2), 125–141. https://doi.org/10.1177/1475240919865035