Internacionalización de la educación y de los docentes. Un análisis a partir de la movilidad docente en escuelas binacionales de Argentina

Liliana Mayer

doi:10.5944/reec.45.2024.37945

Authors

Liliana Mayer UNaM- CONICET https://orcid.org/0000-0002-7364-4048

DOI:

https://doi.org/10.5944/reec.45.2024.37945

Keywords:

secondary, school, teachers, internationalization

Abstract

This article seeks to analyze the reasons why binational schools house foreign native speakers’ teachers as part of their staff, on the one hand, and on the other, the reasons that make foreign residents in Argentina, work in schools of their own country of origin. We developed a multiple case design to predict similarities or contrasts based on arguments that explain these differences (Yin, 2003) and conducted 15 in-depth interviews with educational agents -teachers and authorities - from binational schools, between 2017 and 2020. . While the latter receive their salary in local currency and according to national parameters, the former enjoy economic privileges similar to diplomatic corps. All foreign agents play a role not only to be understood in terms of the possibility of bringing two cultures closer together, but also to the ways in which agents integrate their professional practices in schools, thus, incorporating exogenous elements to local traditions. One of the main reasons for this is the school ethos, closely in line with cultural diplomacy, and the working conditions that each institution stipulates. Another reason is that this geo-repositioning of teachers’ hierarchy marks some limits to the growth or at least the imagery of growth of the local ones and leaves a disputed but open space for the foreign teaches to land.

We conclude that binational schools tend to legitimate their added value through the hiring of foreign teachers, and foreign teachers find solid ground for a successful career path, granted by their place of birth, and then by the credentials derived from educational paths, that as we show on the article, held several advantages for the development of specific institutional and educational projects.

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Author Biography

Liliana Mayer, UNaM- CONICET

Ph.D in Social Sciences, University of Buenos Aires. Tenured researcher at the National Council for Scientific and Technical Research (CONICET)/ National University of Misiones (UNaM). Postgraduate Professor at Open Interamerican University (UAI) and Miami Technological University.

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