ABSTRACT
In her seminal paper about the growth of the international school sector worldwide, Mary Hayden (2011: 215) signals the emergence of a striking difference in the body of international schools from the time when the ‘traditional’ international schools 1 were established as a response to the needs of globally mobile elite expatriate families. Hayden (2011: 218) argues that a new form of international school has been rapidly growing in size and influence across the world that caters not to the expatriate but to elite host-country families (i.e. elite nationals). This phenomenon, which has attracted great interest from researchers concerned with international school-level education (for example, Bunnell 2008; Dolby and Rahman 2008; Qureshi and Osella 2013; Yamato and Bray 2006), is, as Hayden herself notes, only one of the multiple ways in which school-level education worldwide is becoming steadily internationalised.
