Across Asia, English-medium international schools have been established to cater to children of expatriate workers, serial migrants and affluent local families. These schools market themselves as ‘international’ by drawing on the multinational composition of their student body. Yet, the methodological nationalism of much of the existing research rarely addresses the structural inequalities promoted by these schools. In contrast, this article uses methodological cosmopolitanism and postcolonial perspectives to draw attention to the way socio-economic privilege, and its frequent racialization as ‘white,’ turns the international school environment into an imagined community that normalizes Western expatriate perceptions of ‘home,’ which in turn relegates the host country, Indonesia, to the background of a temporary life overseas. A year-long ethnographic research showed, however, that the diverse transnational backgrounds of the students challenge the boundaries of the international school bubble to show that binary notions of home/away and migrant/native are constructed rather than self-evident.

中文翻译：

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在“迪士尼乐园”上学：想象印度尼西亚的国际学校社区

在亚洲各地，已经建立了以英语为媒介的国际学校，以迎合外籍工人、连续移民和当地富裕家庭的孩子。这些学校利用其学生群体的多国构成，将自己定位为“国际化”。然而，许多现有研究的方法论民族主义很少涉及这些学派所提倡的结构性不平等。相比之下，本文使用方法论的世界主义和后殖民主义的观点来提请人们注意社会经济特权的方式及其频繁的“白人”种族化，将国际学校环境变成了一个想象的社区，使西方侨民对“家”的看法正常化，这反过来又将东道国印度尼西亚降级到海外临时生活的背景。