A Qualitative Exploration of the Repatriation Experiences of US Third Culture Kids in College

2016 ◽  
Vol 57 (8) ◽  
pp. 958-972 ◽  
Author(s):  
Virginia J. Smith ◽  
Kerri S. Kearney
Keyword(s):  
Third Culture Kids ◽  
Third Culture ◽  
Qualitative Exploration

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.

Transferring Literacy and Subject Knowledge Between Disparate Educational Systems

10.47908/12/6 ◽  
2020 ◽  
pp. 118-148
Author(s):  
Meredith Stephens
Keyword(s):  
High School ◽  
School Curriculum ◽  
Third Culture Kids ◽  
Educational Systems ◽  
First Year ◽  
Tertiary Level ◽  
Educational Choice ◽  
Third Culture ◽  
Subject Knowledge ◽  
Japanese Schools

This is a retrospective longitudinal study of the education of two Australian third culture kids who attended local Japanese schools from preschool to the first year of high school. This is a postmodern account, set in the 21st century, of transition to a radically different educational system. Many postmodern accounts describe obtaining an education in a new country due to migration in order to escape persecution (e.g. Antin, 1997; Hoffman, 1989). In contrast, the current study explores an alternative educational choice made by parents who had relocated to a remote region of Japan for employment. The choice to educate their children locally was due to both an interest in and respect for the local culture, as well as convenience. This account concerns their daughters’ experience of the Japanese public school curriculum from the first year of primary school to the first year of high school, and how this equipped them for the final two years of high school and beyond. In particular, it addresses the ways in which they viewed their learning in Years 11 and 12, and at the tertiary level in Australia, to have been influenced by their experiences of the Japanese curriculum.

Identität von Third Culture Kids und deren Unterstützung

2021 ◽  
pp. 275-296
Author(s):  
Helene Wiebe ◽  
Christine Schuppener ◽  
Clara Schuppener
Keyword(s):  
Third Culture Kids ◽  
Third Culture

2 Third Culture Kids

In between ◽  
2018 ◽  
pp. 5-22
Author(s):  
Tabea Lenhard
Keyword(s):  
Third Culture Kids ◽  
Third Culture
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