Foreign academics and international school teachers have received little attention in migration studies and human geography despite their rapidly growing numbers and diversity in the global education landscape. This paper explores the inconsistent terms and categorical definitions attached to them and puts forth the value of approaching them as migrants under the term “expatriate.” It critically reviews an emerging body of work, led by human resource management and education literature, which uncovers the complexities and unique specificities of their mobilities. Our review reveals the diverse and uneven mobility structures, practices, and outcomes of academic and teacher expatriation that are stratified by gender, age, class, race, ethnicity, and nationality. Using the concept of translocational positionality, we argue that these intersectional positions must be situated within geographical contexts of power and differentiation to make visible the multiple, contingent, and contradictory realities of such expatriation. Doing so opens avenues for more nuanced and balanced insights into the privileges and vulnerabilities that confront these expatriates and which make them distinct and worthy of study.

中文翻译：

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学术和教师外派人员：流动性，职位和主观性

尽管外国学者和国际学校教师在全球教育领域中的人数和多样性迅速增长，但在移民研究和人文地理领域却鲜有关注。本文探讨了它们所附带的不一致的术语和类别定义，并提出了在“外籍人士”一词下将它们当作移民来对待的价值。它批判性地回顾了以人力资源管理和教育文献为主导的新兴工作体系，揭示了其活动的复杂性和独特性。我们的评论揭示了按性别，年龄，阶级，种族，种族和国籍分层的多元化和不平衡的流动性结构，做法以及学术和教师外派的结果。使用易位的概念 我们认为，这些交叉位置必须位于权力和分化的地理环境内，以使这种移居的多重，偶然和矛盾的现实可见。这样做打开了途径，使人们可以更细微和平衡地洞悉这些外籍人士所面临的特权和弱点，并使他们与众不同并值得研究。