I will be working for the next four weeks on a research project to finish my Masters in Education. The final project itself must include the following:
Introduction and Statement of Problem or Question
Literature Review
Proposed Methodology
Proposed Analysis of Findings
Summary and Consideration of Next Steps
References
Appendices, if Needed
The rubric for this research project follows the same outline as the above guidelines, but also includes writing mechanics and the bibliography in APA style.
Over the course of our program studies, we have looked at so many topics within the framework of globalization of education from what globalization means to international schools to international mindedness and cultural intelligence to third culture kids. It has been such an interesting perspective on education. And, with the cohort itself being international, it has added to the richness of our program of study. While I do not feel challenged by the actual writing or bringing all the information together, the most challenging aspect of this research project for me is deciding on the actual topic. Because we have studied so many interesting topics, it is really hard for me to narrow it down just one. Another challenge that I think I will face will be the research findings themselves. Depending on my topic, how will I conduct a survey or find the information I am looking for other than reading previous research done on the topic?
The following video has been helpful in thinking about how to narrow the topic and design my actual research question.
However, I still have the challenge of looking at all the topics we have discussed and to figure out what I would like to spend the next month or so researching and writing about.
After our most recent class last Sunday, the cohort was given an opportunity to talk about possible topics we are interested in. Although we only spoke for about five or ten minutes, it was really helpful to hear their ideas and to bounce my ideas off of them. Thanks to this time together, I was able to narrow my idea down a little bit. I am now at the point where I will see how I can make it come together. It is very exciting for me to be in the final stretch of my Masters, but also challenging to bring it all together.
In today's globalized world, more and more families move for job assignments. Children of these global families are compelled to move and transition into new homes, new cultures, and new schools. This blog post will consider the question: how does this affect these children?
Who are Third Culture Kids?
Simply put, third culture kids, or TCKs, are children who were raised or have spent a significant part of their childhood living in a culture other than their parents' culture(s). Although it may sound quite simple, it is more complex and there is no one definition that describes every TCK. As Van Reken points out on her website Cross Cultural Kids, their family background, nationality, and reason for living abroad all have an effect on who they are, what they bring into this new culture, and how they might perceive this new culture. The principle commonalities among TCKs are "cross-cultural lifestyle, high mobility, expected repatriation, and often a "system identity" (Van Reken, 1987).
Referring back to the question at the top, how does this affect these children? Being a TCK expands a child's point of view, giving him or her a global perspective--or many perspectives. TCKs are often multilingual, can fit in any place yet never feel fully at home, and they lack real roots to any one place.
Who are Cross-Cultural Kids?
Cross-Cultural Kids (CCK) is a label that includes TCKs, but also many more categories of children affected by globalization for various reasons and circumstances. These children, as Van Reken writes, include:
Again, referring back to the question at the top, how does this affect these children? We can read about the benefits and challenges of being a TCK or CCK, but nothing quite makes you understand than hearing from these children themselves. In this video clip from "Where's Home?" we hear from several TCKs:
In this shortened version of the video (full version can be seen here: Where's Home?), we hear these young adults talk about being a TCK and feeling homeless in the sense that they neither fit in where they were raised nor in their parents' home country. And, even more than hearing them speak, it is seeing their reaction in the video when asked the question "Where's home?" that leaves the biggest impression. They pause, they sigh, they exhale. For some of these young adults, it is physically hard for them to answer this question. In the full version of the video, we see that the biggest challenge for these TCKs is having a sense of belonging to any specific place. Because they have moved around so much, they do not feel like they fully fit in anywhere. They are constantly on the side lines--present, yet not integrated. Conversely, some advantages mentioned in the video include: being multilingual, being multi-cultural, tolerant, open-minded, bridging cultures, getting along with others, and being able to thrive in different contexts.
A Teacher's Perspective
For TCKs transitioning with their family's work obligations, teachers can pay a special role in helping these children settle in and adapt. One of the biggest challenges a child who moves faces is the feeling of loss. Perhaps the move was not wanted by the child or he/she didn't want to say good-bye to their friends and previous home. The child may feel anger or sadness or a loss of control over their life. On the positive side, some benefits of TCKs are that they are culturally aware, open-minded, and may have the capacity to adapt quickly. Teachers who work in international schools, national schools overseas, or in any school where TCKs could be part of the student body, need to be aware of the benefits and challenges that these children face. Acknowledging the TCK's path and recognizing all the cultural differences the child could deal with can help make adjusting to the new school easier. Creating a classroom that celebrates diversity and each child's personal story can not only ease transitions, but also help students get to know each other, foster understanding for diversity, and respect for each other.
References:
Bautista, A. (2012). So Where's Home? A Film About Third Culture Kid Identity. Retrieved from:
https://vimeo.com/41264088
https://en.wikipedia.org/wiki/Third_culture_kid
Van Reken, R. (n.d.). Third Culture Kids: Protypes for Understanding Other Cross-Cultural Kids. Cross Cultural Kids. Retrieved from: http://www.crossculturalkid.org/who-are-cross-cultural-kids/
