Exhibiting theoretical and empirical contributions from eight countries and economies globally, including Australia, Azerbaijan, Bangladesh, China, Malaysia and Vietnam, this edited volume seeks to address the nature of social contracts within and across the international school sector.

Reflecting the intellectual outcomes of the Beijing Normal University-Durham University-Monash University academic exchanges, chapters provide a platform for researchers from such international contexts to discuss and exchange ideas about the theories, methods, and practices of education in an international schooling context with one another. The book offers diverse analyses of the place, purpose, and educational provision of international schooling in its current iteration. The conceptual coherence of the book invites readers to move beyond instrumental or market-driven interpretations of international education and to consider more fundamental questions of evolving social contracts between educators, families, policy makers, and students.

Drawing from a wide-spread experience in the field of international schooling from leading scholars, this volume will be integral for researchers, academics and students in the fields of international education, education governance, comparative and international education, public administration, and sociology of education.