ABSTRACT

This paper is a response to a recently published article in this journal entitled ‘Precarious privilege: personal debt, lifestyle aspirations and mobility among international school teachers’ by Rey, Bolay, and Gez (2020 Rey, J., M. Bolay, and Y. N. Gez. 2020. “Precarious Privilege: Personal Debt, Lifestyle Aspirations and Mobility Among International School Teachers.” Globalisation, Societies and Education, 1–13. doi:10.1080/14767724.2020.1732193.[Web of Science ®] , [Google Scholar]. “Precarious Privilege: Personal Debt, Lifestyle Aspirations and Mobility Among International School Teachers.” Globalisation, Societies and Education, 1–13. doi:10.1080/14767724.2020.1732193). In this follow-up paper, we take the notion of ‘precarious privilege’ as the starting point for theorising an emerging concept derived from our recent research into teachers’ experiences of turnover in the field of International Schooling. We call this concept ‘transition capital’, which encompasses a newer ‘positive sociology’ approach, imagining the social reality of being a teacher in an International School setting as being a mixture of both the negative and positive. We believe that the concept of ‘transition capital’ complements the notion of ‘precarious privilege’ by recognising the paradoxical nature of the teacher experience. It also attempts to go beyond it by showing how the positive and the negative are dialectical in nature. We also seek to flesh out the burgeoning concept of ‘transition capital’ by explaining its origins in the notion of ‘resilience capital’ and sketching a future research agenda.

摘要

本文是对Rey，Bolay和Gez（2020年，《不稳定的特权：个人债务，生活方式的渴望和国际学校教师之间的流动性》）最近发表在该杂志上的一篇文章的回应。 雷伊，J.，M. Bolay，和YN盖孜。2020年。“ Pri可危的特权：国际学校教师的个人债务，生活方式理想和流动性。” 全球化，社会与教育，1 – 13。doi：10.1080 / 14767724.2020.1732193。[Web ofScience®]  ，[Google Scholar]。“ Pre可危的特权：国际学校教师的个人债务，生活方式的追求和流动性。” 全球化，社会与教育，1-13。doi：10.1080 / 14767724.2020.1732193）。在此后续文件中，我们以“ pre可危特权”为出发点，对从我们最近对国际教育领域教师离职经历的研究中得出的一个新兴概念进行理论化。我们称这个概念为“过渡资本”，它包含了一种更新的“积极社会学”方法，认为在国际学校环境中担任老师的社会现实既是消极的又是积极的。我们认为，“过渡资本”的概念是对教师经验的悖论性质的补充，是对“ pre可危特权”概念的补充。它也试图通过展示积极和消极在本质上是辩证的来超越它。