Leveraging (the potential of) the multiethnic classroom: Using the constructs of cultural humility and safety to provide belonging for Cross Cultural Kid (CCK) refugees

2020 ◽  
pp. 146-178
Author(s):  
Deborah Kramlich ◽  
Alessandra Romano
Keyword(s):  
Third Culture Kids ◽  
Cross Cultural ◽  
Cultural Humility ◽  
Growing Up ◽  
Third Culture ◽  
Negative Consequences ◽  
Cross Culture ◽  
Inclusive Processes ◽  
Italian Context ◽  
Multicultural Schools

In today's age of globalization and mobility, children are impacted as they cross cultures, languages, and school systems. For the privileged this can be seen as a glamorous lifestyle; for the refugee and displaced person this move has more negative consequences. Both of these groups share both positive and negative characteristics as a result of growing up among cultures. In the 1950s Ruth Useem first referred to these children as Third Culture Kids (TCKs) who grew up in a cross-section of two cultures. This term was then expanded to Cross Culture Kids (CCKs); a subset of which includes children of refugees and migrants. This article offers a brief overview of the concept of Cross Culture Kids and research from studies conducted with this unique group of children. Educational practices and methods of interventions are considered in light of the particular needs of CCK refugees in the Italian context in order to facilitate cultural humility and inclusive processes in multiethnic and multicultural schools.

Third culture kids’ sense of international mindedness: Case studies of students in two International Baccalaureate schools

2018 ◽  
Vol 17 (3) ◽  
pp. 207-227
Author(s):  
Mico Poonoosamy
Keyword(s):  
Cultural Differences ◽  
International Baccalaureate ◽  
Cultural Theory ◽  
Sense Of Self ◽  
Qualitative Inquiry ◽  
Third Culture Kids ◽  
Cross Cultural ◽  
Third Culture ◽  
Cross Cultural Differences ◽  
Indian Ocean Island

This paper uses part of the data from a larger qualitative inquiry in two International Baccalaureate schools, one in Australia and one in an Indian Ocean Island Nation (a pseudonym), to identify the factors and forces that contribute to the sense of self and understanding of and engagement with the notion of international mindedness in two ‘third culture kids’. Socio-cultural theory is used as a conceptual framework to explore cross-cultural differences and similarities between the students and the schooling contexts. Analysing the students’ perspectives about their understandings of international mindedness through grounded theory methods, the paper also develops hypotheses on the notions of being, belonging and becoming.

scholarly journals A phenomenological study of gifted cross-cultural kids at an international school : exploration of intersecting identities

2020 ◽  
Author(s):  
◽  
Seth Jaeger
Keyword(s):  
Cognitive Abilities ◽  
Phenomenological Study ◽  
International Schools ◽  
Gifted Students ◽  
International School ◽  
Cross Cultural ◽  
Third Culture ◽  
Cross Culture ◽  
Third Culture Kid ◽  
Gifted Program

There are several common characteristics between cross-cultural students and gifted students (Gallagher, 2019; Sheard, 2008). At the same time, there is limited research into practices of international schools when identifying and supporting these highly-mobile gifted students (Gallagher and Curtain, 2017; Robinson, 2006). This lack of evidence suggests that many international schools do not cater for the needs of culturally and linguistically (CLD) gifted students by offering tailored programs for differentiation. Framed within the Third Culture Kid (TCK) identity construct, this phenomenological study investigates the experiences of identified gifted students who are being educated in an elite American-curriculum international school in South America. Utilizing qualitative data, this study seeks to answer the following question: how do gifted Cross-Cultural Kids understand the intersection of their gifted and cross culture identities? This study contextualizes that question inside the organizational environment of the school that used selection criteria based on the Cognitive Abilities Test (CogAT), the Measures of Academic Progress (MAP), and the Renzulli Scales for Rating the Behavioral Characteristics of Superior Students (RSRBCSS) for a gifted program. Through maximum variation sampling, 9 gifted third-culture students from middle and high school who have spent a portion of their academic careers in international schools were selected for interviews.

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