Dr. Adam Poole – Doctorate in Education
Email adampoole92@gmail.com
Research profile: https://www.researchgate.net/profile/Adam_Poole4
Orcid: https://orcid.org/0000-0001-5948-0705
Research interests: international schooling; international education; professional development; English language education/teaching; funds of identity
Publications
Poole, A. (2022). Book Review: Class, place, and higher education: Experiences of homely mobility by Alexandra Coleman. Educational Review.
Poole, A. (2022). Methodologies don’t hurt people, bad people wielding methodologies do. Autoethnography and that paper from Qualitative Review. BERA Blog. https://www.bera.ac.uk/blog/methodologies-dont-hurt-people-bad-people-wielding-methodologies-do-autoethnography-and-that-paper-from-qualitative-research
Poole, A. (2022). Examining ‘precarious privilege’ in international schooling: White male teachers negotiating contract non-renewal. Educational Review. https://doi.org/10.1080/00131911.2022.2106190
Poole, A., & Bunnell, T. (2022). Precarious privilege in the time of pandemic: A hybrid (auto)ethnographic perspective on COVID-19 and international schooling in China. British Educational Research Journal. http://doi.org/10.1002/berj.3801
Bunnell, T., & Poole, A. (2022). (Re)Considering ‘precarious privilege’ within International Schooling: Expatriate teachers’ perceptions in China of being marginalised and undervalued. Educational Studies. https://doi.org/10.1080/03055698.2022.2054270
Poole, A. (2022). More than interchangeable ‘local’ teachers: Host country teachers’ journeys into internationalised school teaching in China. Research in Comparative and International Education, 17(3), 424–440.https://doi.org/10.1177/17454999221078390
Poole, A., Liu, Y., & Yue, S (2022). ‘We’re away from everything’: Understanding the struggles faced by internationalised schools in non-urban contexts in China. Sage Open. https://doi.org/10.1177/21582440221081026
Poole, A. (2022). ‘The gap between the ideal and the reality’. Barriers to the implementation of an English professional development programme in China. Journal of Education for Teaching, 48(1). https://doi.org/10.1080/02607476.2021.2000836
Poole, A. (2021). From recalcitrance to rapprochement: Tinkering with a working-class academic bricolage of ‘critical empathy’. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2021.2021860
Poole, A. (2021). Towards a multimodal method for identifying and interpreting funds of identity derived from avatars. International Journal of Research & Method in Education. https://doi.org/10.1080/1743727X.2021.2011195
Poole, A. (2021). International School teachers’ lived experiences - Examining internationalised schooling in Shanghai. Palgrave, Macmillan. https://link.springer.com/book/10.1007/978-3-030-78686-1
Bunnell, T., & Poole, A. (2021). International Schools in China and teacher turnover: The need for a more nuanced approach towards precarity reflecting agency. Asia Pacific Journal of Education. https://www.tandfonline.com/doi/full/10.1080/02188791.2021.1940840
Bunnell, T. & Poole, A (2021). Precarity and insecurity in International Schooling: New realities and new visions. Emerald. https://books.emeraldinsight.com/page/detail/Precarity-and-Insecurity-in-International-Schooling/?k=9781800715943
Poole, A., Yue, S., & Liu, Y. (2021). ‘We have the DNA of a university’: Chinese English teachers’ conceptions of classroom research. Professional Development in Education. https://www.tandfonline.com/doi/full/10.1080/19415257.2021.1950032
Poole, A. (2021). Funds of Identity: Connecting Meaningful Learning Experiences in and out of School, by Moisès Esteban-Guitart. Educational Review. doi:10.1080/00131911.2021.1925418. https://www.tandfonline.com/doi/full/10.1080/00131911.2021.1925418
Poole, A., & Bunnell, T. (2021). Developing the notion of teaching in ‘International Schools’ as precarious: Towards a more nuanced approach based upon ‘transition capital’. Globalisation, Societies and Education, 19(3), 287-297. https://doi.org/10.1080/14767724.2020.1816924
Poole, A. (2021). Narrative inquiry and Relational ethics: Negotiating the lived experiences of international school teachers in China. International Journal of Research & Method in Education, 44(2), 113-124. https://doi.org/10.1080/1743727X.2020.1755247
Poole, A. (2021). Beyond the tyranny of the typology: Moving from labelling to negotiating international school teachers’ identities. Educational Review. https://doi.org/10.1080/00131911.2021.1875992
Bunnell, T., & Poole, A. (2021). Escaping the fire for the frying-pan? British teachers entering International Schooling. The British Journal of Educational Studies, 69(6), 675-692. https://doi.org/10.1080/00071005.2020.1853673
Poole, A. (2020). Constructing international school teacher identity from lived experience: A fresh conceptual framework. Journal of Research in International Education, 19(2), 155–171. https://doi.org/10.1177/1475240920954044
Poole, A. (2020). Re-theorising the funds of identity concept from the perspective of subjectivity. Culture & Psychology, 26(3), 401–416. https://doi.org/10.1177/1354067X19839070
Poole, A. (2020). International school teachers’ experiences of precarity as part of the Global Middle Class in China: Towards resilience capital. The Asia-Pacific Education Researcher, 29(3), 227-235 https://doi.org/10.1007/s40299-019-00472-2
Poole, A. (2020). Decoupling Chinese Internationalised Schools from normative constructions of the international school. Compare, 50(3), 447-454. https://doi.org/10.1080/03057925.2019.1682839
Poole, A. (2019). Teacher (in)discretion in international schools. On Education. Journal for Research and Debate, 2(5). https://doi.org/10.17899/on_ed. 2019.5.1
Poole, A. (2019). Negotiating Intercultural Spaces and Teacher Identity in an Internationalised School in Shanghai, Intercultural Communication Education, 2(2), 59-70. https://doi.org/10.29140/ice.v2n2.128
Poole, A. (2019). The bound thesis sits smugly on the shelf: An international teacher’s reflection on a doctoral journey. International School Magazine, 21(3), 37-38.
Poole, A. (2019). International Education Teachers’ experiences of being part of a global educational precariat in China. Journal of Research in International Education, 18(1), 60-76. https://doi.org/10.1177/1475240919836489
Poole, A. (2019). ‘I am an internationalising teacher’: A Chinese English teacher’s experiences of becoming an international teacher. International Journal of Comparative Education and Development, 21(1). https://doi.org/10.1108/IJCED-08-2018-0026
Poole, A. (2018). TCK Experience as everyday reality for denizens of the 21st century. International School Magazine, 20(3).
Poole, A. & Huang, J. Y. (2018). Resituating Funds of Identity within Contemporary Interpretations of Perezhivanie. Mind, Culture and Activity, 25(2). https://doi.org/10.1080/10749039.2018.1434799
Poole, A. (2018). ‘We are a Chinese school’: Constructing school identity from the lived experiences of expatriate and Chinese teaching faculty in a Type C international school in Shanghai, China. International Journal of Progressive Education, 14(1), 105-121. https://doi.org/10.29329/ijpe.2018.129.8
Poole, A. (2017). Interpreting and implementing the IB Learner Profile in an internationalised school in China: a shift of focus from the ‘Profile as text’ to the ‘lived Profile.’ Journal of Research in International Education, Vol. 16(3), 248–264. https://doi.org/10.1177/1475240917742534
Poole, A. (2017). ‘I want to be a furious leopard with magical wings and super power’: Developing an ethico-interpretive framework for detecting Chinese students’ funds of identity. Cogent Education, 4(1), 1-20. https://www.tandfonline.com/doi/full/10.1080/2331186X.2017.1316915
Poole, A. (2017). Funds of knowledge 2.0: Towards digital funds of identity. Culture, Learning and Social Interaction, 13(C), 50-59. https://www.sciencedirect.com/science/article/abs/pii/S2210656116300678
Poole, A. (2016). Possibilities-within-constraints: Implementing the Funds of Knowledge concept in the People’s Republic of China. Frontiers of Education in China. 11(2): 187-216. https://link.springer.com/article/10.1007/BF03397114
Poole, A. (2016). ‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China. Cogent Education, 3: 1156242. https://doi.org/10.1080/2331186X.2016.1156242
Poole, A. (2008). The Narrative Function of John Belford in Samuel Richardson's Clarissa. The Explicator, 67(1), 37-39. https://doi.org/10.3200/EXPL.67.1.37-39
Education
2014-2019 University of Nottingham (Ningbo, China)
Doctorate in Education
Thesis: How internationalised teachers construct cross-cultural identities in an internationalised school
in Shanghai, China
Topics studied: Research methodologies/Reviewing literature for educational research/
Key debates and issues for researching education/International education
2012-2013 The University of Nottingham
PGCE International (Merit)
Topics studied: Contexts/Understanding learning/Approaches to teaching/
Investigating student understanding
2006-2008 The Open University
M.A. English (Merit)
Topics studied: The Eighteenth-century English novel/Modernism/Literary theory/Bibliography
2000-2003 University of Exeter
B.A. (Hons) English Literature with English Language Studies (2.1)
Topics studied: The Victorian Novel/Modernism/
Children’s literature/Feminist Literature/Poetry/Discourse analysis/ Conversational analysis.
Thesis
Poole, A. (2019). How internationalised school teachers construct cross-cultural identities in an internationalised school in Shanghai, China. Unpublished doctoral thesis: University of Nottingham.
Examined theses
Qingqing Xia. (2022). The multiple indicators in creating an effective private international school in the context of China: a case study of two secondary schools offering Australian courses. Monash University.
Research Projects (undertaken with BFSU International)
2022 – 2023 (Co-researcher): Post-pandemic transnational fragilities: The case of international school teachers
2021/07 – 2022/07: Reimagining global competence for a changing educational landscape in China (in conjunction with the Chinese Society of Education)
Adopting a multiple case study design, this project will explore stakeholders’ understanding and implementation of global competence in three internationalised schools. The aim of the project is to develop a situated form of global competence that is responsive to the idiosyncrasies and expediencies of the local context
2021/04 – 2021/07: Understanding the impact of Cambridge’s Professional Development Qualifications on Chinese EFL teachers. A longitudinal mixed methods study
This project explored changes to Chinese teachers’ professional identities as they worked through Cambridge’s Professional Development Qualifications.
2021/01 – 2021/04: What impact has CELT P and S had on trainee’s teaching beliefs and teaching practice?
Adopting a qualitative research design, the project examined Chinese language teachers’ perceptions of the CELT P and S training courses and their impact on their beliefs and practice. The study also examined the barriers to implementation of the programmes.
2020/09 – 2021/03 The establishing needs project
The project explored the professional development needs of teachers in internationalised schools and private language schools in China.
Conferences and talks
2022 China Youth University for Political Sciences. The English Education System. Online talk.
2022 Creating Education Futures: The Role of Teachers and Schools in the New Social Contracts: Beijing Normal University, Durham University and Monash University Joint Online Symposium. Live stream presentation.
2022 English School’s Foundation: Re-examining privilege in international schooling: Precarious privilege as the new normal? Online workshop.
2021 Beijing Foreign Studies University seminar: International School teachers’ lived experiences - Examining internationalised schooling in Shanghai. Face-to-face
2021 Network for research into Chinese educational mobilities: Episode 9: International School Teachers' Lived Experiences_Interview with Dr. Adam Poole. Podcast: https://anchor.fm/nrcem-meettheauthor/episodes/Episode-9-International-School-Teachers-Lived-Experiences_Interview-with-Dr-Adam-Poole-e153dq6. Youtube: https://youtu.be/RYdYuKJvoCc
2021 Working Class Academics. The working class academic as bricoleur? Live stream presentation.
2021 The Asian Conference on Education & International Development. Remedial International Schools in China: Foundations, Paradoxes and Possibilities. Live stream presentation.
2021 Funds of knowledge for the 21st century: Towards pedagogical justice in diverse societies. Liverpool Hope University. Live stream presentation. Live stream presentation.
2020 Internationalisation of Teacher Education and International Teacher Migration. The university of the Friedrich-Alexander university of Erlangen-Nurnberg. Research Poster.
2020 The Osaka Conference on Education. Interrogating International School Teacher Precarity: The Short-term as Opportunity for Empowerment and Reinvention. https://vimeo.com/486239624
2018 The Asian conference on Education. ‘I am a Mercenary Now': International Teachers as a Global Educational Precariat? https://vimeo.com/iafor/review/292648757/451af9d7e3
2018 The Asian Conference on Education. How Existential Funds of Identity can enrich the Funds of Identity Concept. Virtual Presentation. https://vimeo.com/262149294
2016 The European Conference on Education. Digital Funds of Identity: Funds of Knowledge 2.0 for the digital generation.Virtual Presentation. https://vimeo.com/172361973
2016 Presentation. University of Nottingham, doctoral presentations.
Academic refereeing
2022 College of Reviewers for Compare
2022 Reviewer for Globalisation, Societies and Education
2022 Reviewer for Asia Pacific Education Review
2022 Reviewer for Educational Review
2022 Reviewer for International Journal of Educational Research Open
2022 Reviewer for Compare
2022 Reviewer for Compare
2022 Reviewer for Educational Review
2021 Reviewer for Compare
2021 Reviewer for Compare
2021 Reviewer for Educational Review
2020 Reviewer for Cambridge Journal of Education
2020 Reviewer for Educational Review
2020 Reviewer for Culture and Psychology
2020 Reviewer for Journal of Global Mobility
2020 Reviewer for Review of Educational Research
2019 Reviewer for Intercultural Communication Education
2019 Reviewer for Mind, Culture and Activity
2019 Reviewer for Teaching and Teacher Education
2019 Reviewer for International Journal of Comparative Education and Development
2018 Reviewer for International Journal of Progressive Education
2016 Reviewer for Frontiers of Education in China.
Membership
British Association For International And Comparative Education
