Examining “precarious privilege” in international schooling: White male teachers negotiating contract non-renewal

Although international school teachers have always been hired on short-term contracts (usually from two to three years in duration), there has been relatively little research examining this aspect of international schooling. Whilst short-term contracts may appear to be a positive feature of international schooling, particularly for younger teachers who are keen to be mobile, recent studies have begun to examine the short-term as a feature of precarity and the precaritisation of international schooling. This paper adds to this small but growing body of scholarship by focusing on contract non-renewal as a form of international school precarity. In order to explore this issue, this paper utilises autoethnography, drawing on the author’s experiences of contract renewal in an internationalised school in Shanghai, as well as interviews with two participants. Whilst the author’s experiences of precarity as a foreign teacher in China were characterised by vulnerability and discrimination, his positionality as a white, British male teacher enabled him to negotiate contract non-renewal relatively easily, something that women teachers or minority groups might be unable to do due to the differential nature of precarity. Despite being privileged, white male international school teachers must still negotiate contractual employment and diminished white-skin privilege. This paper goes some way to bringing into focus white male teachers’ “precarious privilege”. Copyright © 2022 Educational Review.