Profile of Dr POOLE, Adam - The Education University of Hong Kong


Assistant Professor	Department of Education Policy and Leadership

Contact

ORCiD

0000-0001-5948-0705

Phone

(852) 2948 7622

poolea@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=302496&name=POOLE, Adam

Scopus ID

57190879937

SDGs

5 - Gender Equality
10 - Reduced Inequality
16 - Peace, Justice and Strong Institutions

Research Interests

I am primarily interested in international schooling, particularly understanding the lived experiences of teachers and the impact of education reform on teachers' practice. I am currently developing a new research focus on how international schools represent themselves via websites and online media, which utilises theories of multimodality and semiotics. I am also developing a research focus on higher education, looking at early-career academics' experiences of working towards tenure and negotiating funding requirements.

Teaching Interests

I am the coordinator for the Minor in Teaching and Learning in International Schools and teach on a number of its courses, including Teacher Development and Field Experience. I am also the programme leader for the IELC and am currently teaching a postgraduate course on Leading Professional Learning. In addition, I teach on various undergraduate related to teacher professionalism.

I am happy to supervise doctoral students in the following areas:

International schooling, with a focus on teachers and regulation;

Teacher development;

Teacher identity;

Qualitative methods

Personal Profile

I am an Assistant Professor in the Department of Education Policy and Leadership. Before moving to Hong Kong, I was an Assistant Professor at Beijing Foreign Studies University. Prior to becoming an academic, I worked as an English teacher in various international schools in Shanghai. As a research bricoleur, I focus on a number of research interests, including international schools in China, teachers in international schools, professional development for language teachers, working-class academics, and the funds of identity approach. I have published in international journals including Educational Review, Journal of Education for Teaching, and Compare: A Journal of Comparative and International Education.

Research Interests

Teaching Interests

I am happy to supervise doctoral students in the following areas:

International schooling, with a focus on teachers and regulation;

Teacher development;

Teacher identity;

Qualitative methods

Research Outputs


Scholarly Books, Monographs and Chapters Poole A (2025). Getting critical about critical interculturality: Researching international schools critically and empathetically. Fred DERVIN, The Routledge handbook of critical interculturality in communication and education (279-292). Routledge. https://doi.org/10.4324/9781003513940-23 SDGs infomation: 4 - Quality Education, 5 - Gender Equality Poole, A (2023). Teachers’ journeys into international school teaching in China: Exploring motivations and mobilities. Routledge. https://doi.org/10.4324/9781003396291 Poole, A (2023). Revisiting the funds of identity approach in and for China: Possibilities-within-constraints. Moises ESTEBAN-GUITART, Funds of knowledge and identity pedagogies for social justice: International perspectives and praxis from communities, classrooms, and curriculum (57-68). Routledge. https://doi.org/10.4324/9781003369851-7
Journal Publications Poole, A & Yan, D (2025). Bricolage as method: Performing a betweener talk through the desired becomings of two (Im)migrant bodies. The International Journal of Qualitative Methods. https://doi.org/10.1177/16094069251339992 SDGs infomation: 5 - Gender Equality Adam Poole (2025). Accountability with Chinese characteristics: Exploring foreign teachers’ experiences of curriculum reform in international schools in China. Journal of Education Policy. https://doi.org/10.1080/02680939.2025.2474939 SDGs infomation: 4 - Quality Education Yan, D & Poole, A (2025). Geographies of affective knowledge: Site, the embodied ethnicity and transformation. Cultural Studies - Critical Methodologies. https://doi.org/10.1177/15327086251337698 SDGs infomation: 4 - Quality Education Bright, D & Poole, A (2024). Navigating the tensions between international schooling and national goals of education: Expatriate teachers and local students in international schools in Vietnam. Educational Review. https://doi.org/10.1080/00131911.2024.2438874 SDGs infomation: 4 - Quality Education Poole A (2024). The discursive (re)positioning of the foreign teacher: Understanding changing teacher roles in China's internationalised school sector. International Journal of Educational Research, 128, Article 102484. https://doi.org/10.1016/j.ijer.2024.102484 Bunnell T & Poole A (2024). The transnational university pathway of the emergent ‘global middle class’: The evidence from the Chinese branches of Dulwich College. International Studies in Sociology of Education. https://doi.org/10.1080/09620214.2024.2433954 SDGs infomation: 4 - Quality Education Poole A & Nehring D (2024). ‘We’ve done our bit’: Post-COVID experiences of precarious privilege among western international school teachers in Shanghai. Sociological Research Online. https://doi.org/10.1177/13607804241277430 SDGs infomation: 4 - Quality Education Cutri, J, Bunnell, T & Poole A (2024). International education in transition: Perceptions of expatriate leadership at a Chinese school delivering an Australian curriculum. Compare. https://doi.org/10.1080/03057925.2024.2393115 SDGs infomation: 4 - Quality Education Poole, A., & Bunnell, T. (2024). Host National Teachers’ Perceptions of Foreign Educators: Insights into the Changing International School Sector in China. British Journal of Educational Studies, n/a, 1-22. Poole, A., & Ying Ji (2024). The internationally-facing school: A heuristic for reimagining the international school amidst unsettled globalisations?. Globalisation, Societies and Education. https://doi.org/10.1080/14767724.2024.2384040 Yan, D, & Poole, A. (2024). Be(com)ing an academic other: A layered autoethnographic account of pursuing their doctoral studies. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2024.2330472 Bunnell, T., & Poole, A. (2024). The social reality of working overseas in the ‘Chinese Internationalised School’: Exploring cliques as a precarity and insecurity coping strategy. Journal of Research in International Education, 23(1), 89-105. https://doi.org/10.1177/14752409241242092 Poole, A (2024). The teacher as designer, scientist and technician: Positioning private school teachers in China as post-performative teachers. Educational Review. https://doi.org/10.1080/00131911.2024.2302414 Xu, W., Stahl, G., & Poole, A (2024). The dialogical self and the multiplicity of I-positions: Experiences of becoming a teacher in the international practicum. Culture and Psychology. https://doi.org/10.1177/1354067X241226453 Poole, A, & Qin, Y.Y. (2023). Nationalising the international in China: A phenomenological study on the purpose of international schooling in an era of regulation. British Educational Research Journal, 50(1), 367-384. https://doi.org/10.1002/berj.3932 Xu, W., & Poole, A. (2023). Academics without publications are just like imperial concubines: The ‘new times’ of Chinese higher education. Journal of Education Policy, n/a, 1-19. Poole, A., & Bunnell, T. (2023). Teachers in ‘international schools’ as an emerging field of inquiry: A literature review of themes and theoretical developments. Compare. https://doi.org/10.1080/03057925.2023.2212110 Poole, A (2023). A tale of two performativities: When performative learning meets performative technologies in a private language school in China. Journal of Education for Teaching, 50(1), 141-154. https://doi.org/10.1080/02607476.2023.2191838 Poole, A (2022). Examining “precarious privilege” in international schooling: White male teachers negotiating contract non-renewal. Educational Review, 76(4), 753-773. https://doi.org/10.1080/00131911.2022.2106190

Scholarly Books, Monographs and Chapters
Poole A (2025). Getting critical about critical interculturality: Researching international schools critically and empathetically. Fred DERVIN, The Routledge handbook of critical interculturality in communication and education (279-292). Routledge. https://doi.org/10.4324/9781003513940-23
SDGs infomation: 4 - Quality Education, 5 - Gender Equality
Poole, A (2023). Teachers’ journeys into international school teaching in China: Exploring motivations and mobilities. Routledge. https://doi.org/10.4324/9781003396291
Poole, A (2023). Revisiting the funds of identity approach in and for China: Possibilities-within-constraints. Moises ESTEBAN-GUITART, Funds of knowledge and identity pedagogies for social justice: International perspectives and praxis from communities, classrooms, and curriculum (57-68). Routledge. https://doi.org/10.4324/9781003369851-7

Journal Publications
Poole, A & Yan, D (2025). Bricolage as method: Performing a betweener talk through the desired becomings of two (Im)migrant bodies. The International Journal of Qualitative Methods. https://doi.org/10.1177/16094069251339992
SDGs infomation: 5 - Gender Equality
Adam Poole (2025). Accountability with Chinese characteristics: Exploring foreign teachers’ experiences of curriculum reform in international schools in China. Journal of Education Policy. https://doi.org/10.1080/02680939.2025.2474939
SDGs infomation: 4 - Quality Education
Yan, D & Poole, A (2025). Geographies of affective knowledge: Site, the embodied ethnicity and transformation. Cultural Studies - Critical Methodologies. https://doi.org/10.1177/15327086251337698
SDGs infomation: 4 - Quality Education
Bright, D & Poole, A (2024). Navigating the tensions between international schooling and national goals of education: Expatriate teachers and local students in international schools in Vietnam. Educational Review. https://doi.org/10.1080/00131911.2024.2438874
SDGs infomation: 4 - Quality Education
Poole A (2024). The discursive (re)positioning of the foreign teacher: Understanding changing teacher roles in China's internationalised school sector. International Journal of Educational Research, 128, Article 102484. https://doi.org/10.1016/j.ijer.2024.102484
Bunnell T & Poole A (2024). The transnational university pathway of the emergent ‘global middle class’: The evidence from the Chinese branches of Dulwich College. International Studies in Sociology of Education. https://doi.org/10.1080/09620214.2024.2433954
SDGs infomation: 4 - Quality Education
Poole A & Nehring D (2024). ‘We’ve done our bit’: Post-COVID experiences of precarious privilege among western international school teachers in Shanghai. Sociological Research Online. https://doi.org/10.1177/13607804241277430
SDGs infomation: 4 - Quality Education
Cutri, J, Bunnell, T & Poole A (2024). International education in transition: Perceptions of expatriate leadership at a Chinese school delivering an Australian curriculum. Compare. https://doi.org/10.1080/03057925.2024.2393115
SDGs infomation: 4 - Quality Education
Poole, A., & Bunnell, T. (2024). Host National Teachers’ Perceptions of Foreign Educators: Insights into the Changing International School Sector in China. British Journal of Educational Studies, n/a, 1-22.
Poole, A., & Ying Ji (2024). The internationally-facing school: A heuristic for reimagining the international school amidst unsettled globalisations?. Globalisation, Societies and Education. https://doi.org/10.1080/14767724.2024.2384040
Yan, D, & Poole, A. (2024). Be(com)ing an academic other: A layered autoethnographic account of pursuing their doctoral studies. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2024.2330472
Bunnell, T., & Poole, A. (2024). The social reality of working overseas in the ‘Chinese Internationalised School’: Exploring cliques as a precarity and insecurity coping strategy. Journal of Research in International Education, 23(1), 89-105. https://doi.org/10.1177/14752409241242092
Poole, A (2024). The teacher as designer, scientist and technician: Positioning private school teachers in China as post-performative teachers. Educational Review. https://doi.org/10.1080/00131911.2024.2302414
Xu, W., Stahl, G., & Poole, A (2024). The dialogical self and the multiplicity of I-positions: Experiences of becoming a teacher in the international practicum. Culture and Psychology. https://doi.org/10.1177/1354067X241226453
Poole, A, & Qin, Y.Y. (2023). Nationalising the international in China: A phenomenological study on the purpose of international schooling in an era of regulation. British Educational Research Journal, 50(1), 367-384. https://doi.org/10.1002/berj.3932
Xu, W., & Poole, A. (2023). Academics without publications are just like imperial concubines: The ‘new times’ of Chinese higher education. Journal of Education Policy, n/a, 1-19.
Poole, A., & Bunnell, T. (2023). Teachers in ‘international schools’ as an emerging field of inquiry: A literature review of themes and theoretical developments. Compare. https://doi.org/10.1080/03057925.2023.2212110
Poole, A (2023). A tale of two performativities: When performative learning meets performative technologies in a private language school in China. Journal of Education for Teaching, 50(1), 141-154. https://doi.org/10.1080/02607476.2023.2191838
Poole, A (2022). Examining “precarious privilege” in international schooling: White male teachers negotiating contract non-renewal. Educational Review, 76(4), 753-773. https://doi.org/10.1080/00131911.2022.2106190

Projects


Policy Actors’ Understandings of the 2021 Reform of Private Education in Mainland China To explore the impact of China’s reform of the international school sector on local actors’ understandings of international schooling and practices in the classroom. Project Start Year: 2023, Principal Investigator(s): POOLE, Adam