Imagine a classroom in an international school in China, filled with eager students preparing to take on the world. Your initial vision may well be picturing a western expat teacher at the front of the class, and you would not be alone in this. However, recent research may suggest that there is a much more significant role for locally hired international school teachers (LISTs) who can seamlessly blend the International Baccalaureate’s (IB) vision of International Mindedness (IM) with a deep understanding of local culture. These teachers, often underappreciated and overlooked, are quietly shaping a generation of globally minded students. Indeed, the research has revealed that these LISTs may, in fact, be some of the most effective role models for fostering IM in Chinese international schools for the Chinese student population.
The Growing Role of International Schools in China
China's international school sector has exploded in recent decades. By 2023, the country boasted nearly 1,000 such schools, making it the largest market in the world (Hurun Education, 2024). Unlike the traditional model of international schools serving expatriate families, the majority of these schools cater primarily to local Chinese students. These non-traditional international schools are reshaping the field of international education.
However, this transformation has brought challenges. Many schools now rely heavily on LISTs—teachers born, trained, and hired locally. While expatriate teachers often take center stage, LISTs make up a significant proportion of staff and are integral to the school’s success. Despite this, in my experience, their contributions remain underappreciated and their potential undervalued.
Who Are the LISTs?
In this context, LISTs are native Chinese educators who teach in English-medium international schools. In China, they often balance dual responsibilities: meeting local curriculum requirements and delivering international programs like the IB. They frequently earn less than their expatriate colleagues and may face limited opportunities for professional growth or recognition (Whitmarsh, 2023).
Yet, their importance cannot be overstated. As bridges between Chinese culture and the international ethos of their schools, in my experience, LISTs bring a unique perspective that enriches the school community. They embody the IB Learner Profile attributes such as open-mindedness and risk-taking, not just in their teaching, but in their own lives.
LISTs as Role Models for International Mindedness
Surprisingly, research conducted at a prominent IB Continuum School in Beijing (Whitmarsh, 2023) found that Chinese teachers saw themselves—and were seen by the Chinese students—as more internationally minded than their Western counterparts.
Chinese students admired their native teachers for modeling attributes like courage and open-mindedness. These teachers demonstrated daily what it means to step out of one’s cultural comfort zone. By choosing to work in an international environment and adapting to non-traditional teaching methods, they exemplified key IB values. For many students, these teachers were living proof that international mindedness is not tied to nationality but is instead a mindset; a mindset that can be achieved by people like them.
For instance, one student remarked, “They are in an international workplace, and they have to be role models for us. They keep an open mind and show us how to think differently.” Another noted the linguistic abilities of Chinese teachers, who were often fluent in multiple languages, as a testament to their global engagement.
What Schools Can Do: Practical Advice
While LISTs play a crucial role in fostering IM, their contributions are often hindered by systemic challenges. To unlock their full potential, international schools should consider the following steps:
Equitable Treatment
Pay disparities and unequal benefits can undermine the morale and influence of LISTs. The research conducted at an IB Continuum School in Beijing found that placing LISTs on the same salary scale as expatriates set an example of fair treatment, which in turn boosted respect and fostered collaboration.
Professional Development Opportunities
Provide LISTs with access to IB and international school training and leadership pathways. Investing in their growth ensures they are equipped to take on expanded roles in modeling and delivering IM.
Recognition and Inclusion
Celebrate the contributions of LISTs in school communities. Simple acts like highlighting their achievements or involving them in school-wide initiatives can elevate their status and impact.
Mentorship and Peer Learning
Encourage collaboration between LISTs and expatriate staff. Peer mentoring can create a richer, more cohesive learning environment for students.
Cultural Integration
Leverage the unique cultural insights of LISTs to design curricula and school activities that resonate with local students while promoting global perspectives.
Recognizing the Unsung Heroes of International Education
As the international education sector in China continues to grow, it is time to recognize the pivotal role of locally hired teachers. LISTs are not just facilitators of language or local curriculum requirements; they are powerful role models who embody the ideals of International Mindedness.
By investing in and valuing these educators, international schools can create a more inclusive and impactful educational environment. In doing so, they ensure that the next generation of students—Chinese and non-Chinese alike—can grow into globally minded citizens, ready to navigate an interconnected world.
References
Whitmarsh, 2023. “How Does the International Baccalaureate's Interpretation of International Mindedness Develop in Learners Over Time? A Case Study of an Elite, IB Continuum, International School in a Tier 1 City on Mainland China”. PhD Thesis, University of Bath
Hurun Education Platform, 2024 [online] https://www.hurun.net/en-us/info/detail?num=TAQGH8TJ1GCP . Last accessed January 8th 2025
David Whitmarsh is an elementary school teacher, currently teaching Grade 2, with almost 20 years of international classroom experience. He has recently completed his doctorate through the University of Bath in the United Kingdom.