Scholarly Books, Monographs and Chapters
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
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Journal Publications
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
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