Season Two, Episode Four | What Makes a British International School "British"?

In this episode of BSME Talks, we’re joined by Dr Sarah Pearce, who has recently completed her Doctorate in Education at the University of Bath. Her research explores how school leaders in the UAE navigate the complex and sometimes competing identities of being both British and international.

Drawing on institutional theory and the lived experiences of serving school principals, Sarah offers an evidence-informed look at how legitimacy is built in British International Schools.

We explore what it really means for a school to be considered “British” in the first place, and whether Britishness can ever be defined by a curriculum, a logo or an accreditation alone. Sarah unpacks the difference between legitimacy being awarded and being constructed and lived, and examines the tensions that emerge when the symbolism of Britishness meets the reality of delivering a high-quality international education.

We also explore recruitment and the different expectations that can exist around what it means to work in a British International School. Sarah reflects on the balance leaders navigate when recruiting for experience, expertise and fit, alongside the expectations and perceptions of different school communities. We consider how leaders can approach these conversations thoughtfully while keeping educational quality and the needs of their school community at the centre.

Finally, we look at BSO accreditation and its role as an important anchor for British International Schools; while considering how leaders can use standards to shape culture and build trust continuously, rather than viewing inspection as simply an episodic compliance exercise.

A fascinating conversation about Britishness, legitimacy, identity and quality in international education. 

And a challenge to think more carefully about what we mean when we call a school “British”.

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