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Photo by Luis Villasmil on Unsplash

Teaching is deeply rewarding.

It’s also a job that never ends. You can always do more, and there is always more to be done. There is always the next class to teach. There is always another meeting to attend. There is always more marking — so, so much marking.

The school day is relentless.

Unlike the corporate world, schools march to the beats of a bell, a buzzer or, for a lucky few, to the soft chimes of a campus clocktower. Distinct from many other professionals, teachers have little control over what they do and when. Every hour is a timetabled rush from one thing to the next. …

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Photo by Emily Morter on Unsplash

Are you an ‘Accidental Teacher’, a ‘Lifestyle Teacher’ or an ‘Idealist’. Perhaps you are a ‘Newbie’ or one of the ‘Curious’.

Well, in this EDDi you can find out.

Our Lead Writer, Dr Stephen Whitehead, outlines three recent pieces of research which deal with teacher ‘types’. If you are an international schoolteacher you may well find yourself listed and examined in one of the summaries.

Read below to discover your ‘type’.

By Dr Stephen M. Whitehead

There are a number of words which arguably define the early 21st century. For example, covid, globalisation, MeToo, popularism, global warming, toxic.

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Photo by Carson Arias on Unsplash

But the one which stands out for EDDi is — IDENTITY. …

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For those interested in international schooling, more here in ‘International Schooling: The Teacher’s Guide

The numbers speak for themselves: Between 2010 and 2020 some 9,000 new international schools opened their doors.

What is fueling this growth?

Two powerful forces: globalisation and government policy.

Globalisation has created the demand and necessity for international education; one delivered predominantly (though not exclusively), in English. Growth of the global middle classes has increased parent’s ability to pay for such an education.

In turn, government policy has created an environment where that demand is being filled by privately-owned international schools. As with many public services, delivery of education has increasingly shifted towards the private sector; businesses, rather than governments, now provide many essential services. …

The combined impact and influence of imperialism, colonialism, neo-liberalism and globalisation

By Dr Stephen Whitehead

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Georgios Domouchtsidis


  • The forces of imperialism, colonialism, neo-liberalism and globalisation have been an integral in shaping Vietnamese education.
  • Due to suffering from multiple imperial and colonial powers, Vietnamese education is a complex hybrid of local and international influences.
  • The summarised paper shows how local dimensions blend with internationalisation through outbound academic mobility, institutional mobility, model borrowing, and curriculum importation.

My two decades of close association with South East Asia have proved the most fascinating and illuminating decades of my life, with each ASEAN country casting its own unique spell upon my psyche.

The Thai spell caused me to fall in love with that country.

But the spell which caused me the most personal reflection, and confusion, was the one cast by Vietnam.

If you are a Westerner of a certain age, a person for whom Apocalypse Now is not just a brilliant movie but a potent symbol of a lived era, then it’s impossible to visit Vietnam today without being forced to reappraise one’s understanding of both Western and Asian histories and realities. …

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Sam McGhee on Unsplash

At the start of 2020, international schools were looking down the barrel of a teacher shortage, with schools hiring earlier and earlier and paying more and more.

The demand for teachers in certain regions was almost insatiable.

Today, all that has disappeared. The rules of international school recruitment have changed.

In this informative interview, Diane discusses:

• the new teacher recruitment marketplace;

• the ways in which international schools are responding to the Covid-19 crisis;

• how new and experienced teachers can best protect their career journey;

• what international schools are now looking for when hiring teachers;

• and how the international school landscape looks to be shaping up for 2021.

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Denys Nevozhai on Unsplash

Dr Stephen M. Whitehead (views are author’s own)

There is an internationally renowned UK university, positioned high up the global rankings, facing an income shortfall of over £50 million. Not because of financial mismanagement but simply become of Covid-19.

And this university is not alone.

Calculations of the financial position of all UK universities suggest that up to 50% are in ‘immediate danger of insolvency’ with only Oxford and Cambridge truly safe from financial disaster.

But at least UK universities are receiving some verbal support from politicians. Not so across the water, where American universities are facing a US$15 billion hit as Chinese students decide to stay away because of Covid-19, a problem exacerbated by the Trump administration’s apparent determination to stop most any Chinese students entering the country. …

by Dr Stephen Whitehead (views are author’s own)

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Priscilla Du Preez on Unsplash

FAIR WARNING — This is a forthright article covering a delicate subject. It is one we should all be aware of and should all be addressing in our schools and classrooms, but please be aware that it covers issues you may find distressing.

It is my fate to be an avid and addicted reader of the news.

This condemns me to having to wade through the tide of daily bulletins which when taken in sum, only serve to reveal humanity’s continuing inability to live in harmony with itself. Mostly depressing, rarely uplifting.

However, for over thirty years now I have managed to ameliorate my feelings about this painful mess by engaging in the cathartic practices of writing, researching and lecturing. And yes, it does work — channelling my energies into trying to make an iota of difference. In which case you might reasonably say to me: “Look Stephen, thirty years is enough for anyone. You’ve made your points. …

The implications for international education

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By Dr Stephen Whitehead (views are author’s own)

Has Covid-19 Finally Busted the Colonialist Mindset in Asia, and if so, what are the implications for international education?

It is May 2010 and I am lecturing to a group of young American undergrads in Chiang Mai, Thailand.

They are on a study abroad programme, hosted at a local university. The title of the 12-lecture programme is ‘Gender Identity and Sexuality in Thai Society’.

For all 28 students this is their first time in Asia, indeed for most, their first exploration of a world beyond the Eastern Seaboard of the USA. Like the vast majority of young Westerners visiting Asia for the first time, they are simultaneously mesmerised, delighted, confused and disturbed by their encounters with a very different reality. …

Why are there so few women in educational leadership?

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Photo by CoWomen on Unsplash

by Dr Stephen Whitehead (free book chapter HERE)

Gender bias in education this is not a recent problem.

Indeed, back in 1999, Lesley Thom published research which answered the question ‘why women tend not to apply for senior positions in secondary education’ *. Her conclusion was:

Those who manage and govern schools must become aware that they are not, as most of them claim to be, fully “equal opportunities employers” — and, having recognized this, they must make and follow conscious strategies to ensure women are provided with opportunities to develop professionally, opportunities which are, in one form or another, currently given to men.’ (p. …

And it’s time that changed…

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Photo by Amy Hirschi on Unsplash

By Dr Stephen Whitehead (views are authors own)

Numerically, women have long dominated the global teaching profession. Indeed, back in 1989 in the UK, they numbered 243,000 as against 147,000 male colleagues.

Today, both in the UK and USA over 75% of teachers are women and the number is rising. In Australia, the number of male teachers has declined so much over the past fifty years that they are now considered an ‘endangered species’.

But men are not an endangered species when it comes to school leadership.

While the data varies from country to country, globally it appears that no more than 35% of women occupy secondary school Headships, rising to 75% for primary school Headships. Across OECD countries, 68% of lower secondary teachers are women but 55% of these schools are headed my men. As for Japan and South Korea, their gender ratio is frankly a disgrace; 94% of lower secondary heads in Japan are men, 87% in South Korea. …


Dr Denry Machin

Educationalist. Writer. Sharing (hopefully wise) words on school leadership and management.

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