The Potentials that Positioning Theory as an Analytical Framework can Offer to Understand the Professional Identity and Social Engagement of the Expatriate eacher in the Context of International Schools

  • Catherine Boross De Levay

Student thesis: Doctoral ThesisDoctor of Education (EdD)


The present inquiry sets out to explore the self as an expatriate eacher working in international schools, through the lens of ositioning. To better understand complex phenomena such as the self and its episodic encounters in the social arena, this study uses positioning theory as an analytical framework. The self is followed as it moves from its private sphere to the social milieu where it takes on its multiplicity, as a social being. The dynamics of positioning is illustrated by the mutually determined triad. Hence, the self is looked at in one of its main social engagements: the recruitment where the social episode is mutually framed by the storylines of the participants, the social force and the position taken on. Illustrations are given to exemplify and extend the use of positioning theory in an international school context. The implications brought up by the results of the present inquiry are applicable not only to the expatriate teacher but also to the wider expatriate community.
Date of Award31 Dec 2013
Original languageEnglish
Awarding Institution
  • University of Bath
SupervisorAndrew Stables (Supervisor)


  • positioning theory
  • self
  • story line
  • expatriate teacher
  • international schools
  • social episode
  • mediated or representational positioning

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