Elite international schools in the Global South: transnational space, class relationalities and the ‘middling’ international schoolteacher

Abstract

The elite international school is a rich site for sociological inquiry in global times. In this paper, we conceptualize the international school as a transnational space of agonist social class-making given the dynamic positioning of the complement of international school actors. We position international schoolteachers in the middle of these interactions and suggest that the middle position gives much-needed insight into the complex and relational qualities of class-making. To qualify our theorization of middling and social class-making in elite schools, we draw from interviews with Canadian teachers working in international schools in the Global South.

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