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

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