Teaching Third-Culture Kids
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Where We Are i envy those who live in two places: new york, say, and london; wales and spain; l.a. and paris; hawaii and switzerland. there is always the anticipation of the change, the chance that what is wrong is the result of where you are. i have always loved both the freshness of arriving and the relief of leaving. with two homes every move would be a homecoming. i am not even considering the weather, hot or cold, dry or wet: I am talking about hope. -Gerald Locklin
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This powerpoint presentation was given at the EARCOS educators conference in Manila in the spring of 2006. It details new thinking about the TCK experience, the importance of working with our youngest global nomads, and a call for int'l schools to step up and "teach" about the experience of growing up globally. It is a work in progess. See www.teachtck.com for more information.
Transcript of Teaching Third-Culture Kids
Where We Are
i envy those who live in two places:new york, say, and london;wales and spain;l.a. and paris;hawaii and switzerland.
there is always the anticipationof the change, the chance that what is wrongis the result of where you are. i havealways loved both the freshness of arriving and the relief of leaving. withtwo homes every move would be ahomecoming.i am not even considering the weather, hotor cold, dry or wet: I am talking about hope.
-Gerald Locklin
Third Culture Kids: An
Opportunity
Jen MunnerlynShanghai American School
EARCOS Teachers Conference March, 2006
Presentation Goals
• Begin a conversation with my peers about our role in developing TCKs
• Shed light on my experiences as a TCK
• Share some ideas for reaching out to and connecting elementary aged TCKs
TCK HistoryIn the 1960s, “Third Culture Kid” or
TCK is coined by Dr. Ruth Hill Useem
1960-1986- Dr. Useem’s research into TCKs increased as she
worked with over 70 international schools
1991, Dr. Useem begins polling adult TCKs to research the long-term effects
of having lived overseas as a child.
Summary of Findings about adult TCKs:
• they are internationally experienced and continue their international involvement
• they are adaptable and relate easily to a diversity of people
• they are helpers and problem solvers
• they feel different, but not isolated
• majority are highly educated compared to their American counterparts
• they never really become adjusted to American life, rather they find ways to “fit in”
1999- David C. Pollock and Ruth E. Van Reken publish Third Culture Kids: Growing Up Among Worlds
Skills of TCKs • Well developed observation skills• Ability to communicate within different cultures• Adaptive capacity (can live with unceasing change)• Can fit in behaviorally (though perhaps
not in appearance)• Effective with "newcomers"• Language skills
Challenges for TCKs • In new situations they are very watchful,
so they may appear to be holding back, or shy, or reticent or
"socially slow"• Not fully socialized in their home culture,
including their ethnic group/s• Rootlessness and restlessness• Everything is relative and conditional:
"It depends"• Uneven maturity • Believe people in their home countries don’t care or don’t want to hear about their experiences• Learning to “fit in” and be silent
Currently many different groups are involved in offering repatriation support and information for TCKs, Global Nomads, Missionary Kids, and “Military Brats”
from www.tckworld.com
TCK History
• Over the past 20 years there has been a lot of research about this group of children called TCKs.
• International Schools have a unique opportunity to reach out and connect this group.
• Beginning with elementary students makes developmental sense.
Backing Up…
WHO AM I?
In the 1950s, my father moved to Tripoli, Libya.
In 1980, my family moved to American Samoa.
In 1986, Tim Munnerlyn came from ASIJ in Tokyo to ISKL. We stayed in Malaysia until we graduated from high school.
In 1990, Tim and I attended university in the United States.
After university we married and proceeded to work our way across the American South.
Baton Rouge, Louisiana
Mabank, Texas Greensboro,
North Carolina
In 2001 our daughter Sydney was born.
Why Me? My Conclusions
“A TCK spends his/her formative years in a country other than his/her parents home country.”
FORMATIVE?
Why Now?
Why now?
PHUKET- December 26, 2004
Connections?
Why now…
“Are they [TCKs] an untapped national resource? Would greater recognition of this large hidden dimension of American life (now numbering about four million) increase their opportunities and enrich the lives of others?”
-Dr. Ruth Useem (Newslinks, 1993)
“Once a global nomad, always a global nomad.” -Barbara Schaetti, Ph.D.
“One day TCKs will be the proto-type citizens of the world.”
-Ted WardSociologist Michigan State University,
1989
Why now? Websites, Websites, Websites…
Why now? TCK merchandise…
Front Back
T-shirts
Mugsandbumperstickers
Why now? International newspapers and journals are picking up the story…
Why now? Relocation and repatriation companies are offering support and education…
Why now? TCKs are getting a reputation…
Why now? Universities are actively seeking out these kids...
Why now? Business recognizing their potential…
Why now?
The World is Flat
by Thomas Freidman
Why now?
International School
education today,
the best in the business?
Often, yes.
Why Now?- My conclusions
This is the right time to reevaluate our roles as educators and members of this community.
This is finally the right time to be a TCK.
The world is ready for us.
New Ideas and a Different Approach
Playground Ambassadors…
The Adventure Begins
First Day at Detinu International School
www.amazon.comwww.trafford.com
On Sale at EARCOS!
www.teachtck.com
Our ResearchResearch Question:If provided direct instruction, will
elementary-aged TCKs identify with the larger TCK community?
Sample:275 students255 parents
Test:Group 1= received a survey to
complete without direction or instruction “Control Group”
Group 2 = was read the book The Adventure Begins and given the survey
Group 3 = was given a lesson, read the book and given the survey
Building a True Culture
It begins in International
Schools
Next Steps- Top 4
1. Promote TCK connections, lessons, and dialog in international ELEMENTARY schools
2. Connect and communicate with students and educators around the world and at all grade levels in international schools. (“United”)
3. Recognize and use the research
4. Promote a different attitude
Conclusion
If we teach TCKs how to speak out as a united group rather than asking them to simply “fit in”, we might just find they have something important to say on the global stage.
Travel is fatal to prejudice,
bigotry, and narrow-
mindedness, and many of
our people need it solely on
these accounts. Broad,
wholesome, charitable views
of men and things cannot be
acquired by vegetating in
one corner of the earth all
one's lifetime."
-- Mark Twain
Thanks for your time. Please complete and return the provided survey.
