It Still Takes a Village ...
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"As we broaden our understanding of community, neighbor and home we consider who we connect with when crossing paths in a changing world. Those closest to us may not be the ones living next door or the faces we see everyday. Yet, there is a growing awareness of how small our world has really become. With that awareness, every interaction holds value and influences youth. All that we say and do matters. It always did, now it matters more than ever.
Strong personal and cultural identities, deep intercultural understandings and global perspectives encourage us to inquire, explore and engage in the interconnected global community we live in. For children and those in the lives of children, each step moves us towards becoming interdependently responsible world citizens. For those who identify with elements of the Third Culture Kid and Global Nomad culture, there is a unique balance of roots and wings to discover as individuals, families and communities." Taking small steps to connect worlds, Cheryl Murree, May 2014 |
Cheryl Murree
GEMS World Academy Dubai Elementary Teacher Action Research Initiatives related to Global Transitions within School Communities. E-Mail: cheryl@inachangingworld.com Share your feedback, please: |
Changing Cultures, Changing Communities
Global Nomads & Third Culture Kids
Overview:
There are a growing number of families who are choosing to live and travel outside of the parents’ cultures and home countries. Often, their children:
Research shares that these children are Third Culture Kids or Global Nomads because of the way they live, travel and engage with many cultures versus remaining in just one. It also means that these children experience transitions more frequently than most as they enter and leave many communities from an early age on. Many of us can relate to elements of this TCK/Global Nomad feeling as we live and work outside of where we were born.
Talk, Ask, Share
If this resonates with you and those around you take the time to talk, ask and share:
The Research
The ISC website states that “with 6,500 schools today, compared to 1,000 schools 20 years ago, and a student population of more than 3 million set to grow to 6 million by 2022 … The international school world is changing at an extraordinary pace….” (ISC Research Ltd., 2012) resulting in intense transition experiences for individuals and families, especially those aligning with the Third Culture Kid and Global Nomad culture.
The work of David C. Pollock and Ruth E. Van Reken, co-authors of Third Culture Kids Growing Up Among Worlds (Pollock, 2009) focused on the opportunities and challenges addressing the transition experiences of Third Culture Kids. “A Third Culture Kid (TCK) is a person who has spent a significant part of his or her developmental years outside the parents’ culture. The TCK frequently builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture may be assimilated into the TCK’s life experience, the sense of belonging is in relationship to others of similar background.” (Pollock, 2009)
The term Global Nomad by Robin Pascoe has become interchangeable with TCK. Pascoe defines Global Nomads as “anyone who has ever lived abroad before adulthood because of a parent’s occupational choice” (Pascoe, 2008). This definition differs from TCK in that it recognizes that it is one spouse’s career decision that creates a massive change for the entire family as one or more members move, live and work abroad. Pascoe also initiated a survey into family relocation support for families on overseas assignments. The 656 respondents represented 62 countries and involved both spouses and children over the age of 13. The ExpertExpat.com/AMJ Campbell International Relocation “Family Matters” Survey also noted that “companies have reported in numerous global surveys that they make cross-cultural training workshops and other pre-departure training available to almost all of their families." (2008) This survey identifies opportunities for companies, international schools and families to review how they prepare and support people during major stages of transition.
There are a growing number of families who are choosing to live and travel outside of the parents’ cultures and home countries. Often, their children:
- Speak more than 2 languages
- Have friends and family around the world
- Live outside of where their parents were born
- Define home as more than one place or choose not to use a geographical place to define it
Research shares that these children are Third Culture Kids or Global Nomads because of the way they live, travel and engage with many cultures versus remaining in just one. It also means that these children experience transitions more frequently than most as they enter and leave many communities from an early age on. Many of us can relate to elements of this TCK/Global Nomad feeling as we live and work outside of where we were born.
Talk, Ask, Share
If this resonates with you and those around you take the time to talk, ask and share:
- How you define home?
- How your family and friends define home?
- How your definitions may be similar or different?
- How your definitions might change or may always stay the same?
The Research
The ISC website states that “with 6,500 schools today, compared to 1,000 schools 20 years ago, and a student population of more than 3 million set to grow to 6 million by 2022 … The international school world is changing at an extraordinary pace….” (ISC Research Ltd., 2012) resulting in intense transition experiences for individuals and families, especially those aligning with the Third Culture Kid and Global Nomad culture.
The work of David C. Pollock and Ruth E. Van Reken, co-authors of Third Culture Kids Growing Up Among Worlds (Pollock, 2009) focused on the opportunities and challenges addressing the transition experiences of Third Culture Kids. “A Third Culture Kid (TCK) is a person who has spent a significant part of his or her developmental years outside the parents’ culture. The TCK frequently builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture may be assimilated into the TCK’s life experience, the sense of belonging is in relationship to others of similar background.” (Pollock, 2009)
The term Global Nomad by Robin Pascoe has become interchangeable with TCK. Pascoe defines Global Nomads as “anyone who has ever lived abroad before adulthood because of a parent’s occupational choice” (Pascoe, 2008). This definition differs from TCK in that it recognizes that it is one spouse’s career decision that creates a massive change for the entire family as one or more members move, live and work abroad. Pascoe also initiated a survey into family relocation support for families on overseas assignments. The 656 respondents represented 62 countries and involved both spouses and children over the age of 13. The ExpertExpat.com/AMJ Campbell International Relocation “Family Matters” Survey also noted that “companies have reported in numerous global surveys that they make cross-cultural training workshops and other pre-departure training available to almost all of their families." (2008) This survey identifies opportunities for companies, international schools and families to review how they prepare and support people during major stages of transition.
Transition Stages: Here is a simple and fun way to talk about "all that research stuff."
What emoticon do you most relate to at this time?
Now that you know where you are, consider where your SPOUSE, CHILDREN and friends might be?
Did you know it's NORMAL for members of the same family to be in DIFFERENT places? Keep reading!
A Transition Experience Model by David Pollock
Overview:
All individuals, couples and families experience transitions as they grow and change. It may be that they move homes, change jobs, welcome new family members or start school. Individuals, couples and families that choose to live and work abroad experience these same transitions yet with more intensity and frequency. Within a couple or family, it may seem more complex as each person experiencing the same transition move through stages in their own time and in their own way.
All individuals, couples and families experience transitions as they grow and change. It may be that they move homes, change jobs, welcome new family members or start school. Individuals, couples and families that choose to live and work abroad experience these same transitions yet with more intensity and frequency. Within a couple or family, it may seem more complex as each person experiencing the same transition move through stages in their own time and in their own way.
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Talk, Ask, Share:
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The Research:
David Pollock developed a Transition Model consisting of 5 stages considered relevant to all transitions. In his research and published work, Pollock explores the impact of frequent and often intense transition stages on children that fit the TCK profile. The Transition Experience Model by David Pollock (2009)
***This slide show (on the left) was created to help you identify with how the stages may look, sound and feel for children. It may provide a visual and common language to encourage conversations about transition and change at home and at school.
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“Another part of building a strong foundation for TCKs is making sure highly mobile families learn to deal well with the entire process of transition. Parents and others in the community, including teachers and school staff, can work proactively to deal well with the losses inherent in any transition experience, for their TCKS’s as well as for themselves. Families who learn to do this not only help their children be able to move ahead with confidence, but also give them great tools for living an increasingly mobile world. We won’t be able to stop these new patterns of mobility – nor should we – but that’s why it’s so important to learn to navigate them well.” (Pollock, 2009)
Exploring The Stages Within the Transition Model
Although there may be points where an entire family may identify with the same stage, often individuals within a family move through it in different time frames and express it in different ways. A move to a new community might create excitement for one and anger or sadness for another. There may also be different transitions occurring within the same home, school or workplace. For example, there may be a child experiencing the 'leaving stage' at the end of a school year while a parent is 'feeling involved' at work. Children may also delay expressing their feelings towards major transition. They may not want to add to the instability in their environment as adults tackle the myriad of details involved in major transitions. Taking this into consideration, may provide insight and possible explanations for seemingly out of context behaviors and emotions both at home and at school.
Recognizing transitions and the differences in our responses with ourselves and those we care about, creates awareness, opportunity and understanding. It does not keep them from happening. It does provide us with a choice to find the benefits and accept the challenges of the stages we might be experiencing.
Recognizing transitions and the differences in our responses with ourselves and those we care about, creates awareness, opportunity and understanding. It does not keep them from happening. It does provide us with a choice to find the benefits and accept the challenges of the stages we might be experiencing.
"Transition Programming in International Schools:
An Emergent Mandate" by Barbara F. Schaetti (Previously Published Winter 1996 in Inter-Ed by the AAIE—Association for the Advancement of International Education) Moving We're going to move? When? Where? I don't want to. Yes...I do? Cleaning, Rummaging, Finding, Remembering, Packing, Memories, Empty boxes, Full boxes, Memories, Last day: Tired, Empty, Memories, A lump, In my throat, Goodbye. When we arrive, I am curious And excited And scared. Will this place ever be home? It is so very new. Sometimes homesickness blows in, Like a summer storm. But luckily, With each passing cloud, It ebbs further and further away. Until, Finally, I am at home again. 
Isn't Change Strange? It makes us feel excited, scared and mad Frustrated, upset, happy and sad. Or sometimes it makes you feel nothing at all. It makes us say things we mean and some things we don’t. Wishing you did or didn’t or won’t. Or tongue-tied and left to say nothing at all. It makes us do things that help and some things that hurt. Acting in ways that make friends feel great or a little like dirt. Or you may feel frozen and do nothing at all. Change is Strange. Isn’t it? |
I Am Involved
This stage provides confidence, a sense of security and belonging. It is in a time and place where we know the logistics, systems and culture(s) of where we are. We know many people and they know us. We have a strong sense of 'roots'. 
I Am Leaving
This refers to a commitment to move away from what we know and transition to something new. For example, at the end of a school year, many students and families experience the leaving phase. Students change grades, friendships, teachers, schools and countries. It may be an intense, overwhelming and confusing time. 
R.A.F.T. - A Process for Closure
There is a process suggested by the late researcher David Pollock that uses the acronym R.A.F.T. to encourage caring and healthy endings. This 4-part strategy encourages those in transition to pack well, pack light and make space for new people, places and experiences. R.A.F.T. is a valuable set of life skills to prepare you and those closest to you to ‘sail on’. Scroll down to this image to learn more. 
I Am Feeling Left Behind
Transitions directly affect the individuals experiencing it, yet also affects those staying behind. Elements of the R.A.F.T. strategy provide opportunity to not only consider how we might support ourselves during transition but also as others transition around us. 
I Am Changing Places
This stage is best explained through theories related to Culture Shock. In this period of time, there is an inability to function and do the things one used to be able to do independently. It often requires relying on others for things we used to do ourselves. Withdrawal, strong emotions and high levels of frustration may occur. 
Culture Shock
It begins with the honeymoon phase and follows with an often drastic dose of reality leading to disorientation, nervousness and anxiousness. There is a loss of cues, signs, signals and gestures that used to help orient us to our surroundings that may have changed or no longer exist. Scroll down for more information about Culture Shock. 
I Am Entering A New Place
This stage relates to the downwards curve of Culture Shock. There is a degree of spatial awareness along with early acceptance of the investment required to learn how to navigate a new world. There is a growing ability to care for basic needs independently such as knowing where to buy food, how to use transportation and who (and how) to ask for help. For children, it may mean connecting with a new teacher, knowing where the bathroom is or being able to rely on a new friend. 
I Am Reinvolved
The end goal is to feel similar to how we felt when we were involved in a past community. Confident, secure, settled and perhaps beginning to develop new roots. Once again, easily navigating people and places, feeling a growing sense of familiarity and comfort in our surroundings. The ability to provide advice, direction and being asked to share expertise applies this stage as well. |
R.A.F.T. Strategy - A Process For Closure To Help End Things Well
"For when we leave as well as for when we stay and those we care about leave us."
Overview:
R.A.F.T. is a 4-point reflection strategy to adapt to best fit you. It is intended to help ‘lighten the load’ and make space for new friends, places and experiences. The acronym means:
R = Reconciliation – Who might you need to say sorry to or forgive?
A = Affirm/Acknowledge - Who had the greatest impact on you?
F = Farewells - Have you said good-bye? Consider the 4Ps (people, places, possessions, sometimes pets)
T = Think Destination - What are you looking forward to in your next adventure? What are you excited about? What will be the same and what will be different?
Talk, Ask & Share:
R.A.F.T. is a 4-point reflection strategy to adapt to best fit you. It is intended to help ‘lighten the load’ and make space for new friends, places and experiences. The acronym means:
R = Reconciliation – Who might you need to say sorry to or forgive?
A = Affirm/Acknowledge - Who had the greatest impact on you?
F = Farewells - Have you said good-bye? Consider the 4Ps (people, places, possessions, sometimes pets)
T = Think Destination - What are you looking forward to in your next adventure? What are you excited about? What will be the same and what will be different?
Talk, Ask & Share:
- How might it apply to you?
- How might it apply to your family and friends that are leaving?
- How might it apply to family and friends you may be leaving behind?
- How might it be relevant at home and within your school community?
R in R.A.F.T. - Reconciliation (saying sorry)
Who might we need to say sorry to? Who might we need to forgive ... for them and for us.
Reconciliation is about taking action to release memories and let go of hard feelings. It is a chance to ‘unpack’ before packing up for new places. Take time for yourself and your family to ensure ‘sorry’ is not left unsaid and that moments of forgiveness occur to release hard feelings. It is relevant to everyone, especially Third Culture Kids/Global Nomads. They may accumulate unresolved experience as they transition out of places more frequently than most.
Also note that as children and adults prepare to leave, there is a tendency to grow distant as they prepare for separation, even if it is only for the summer holidays. Sometimes children (and adults) create problems with their friends to allow for a physical and emotional separation before they actually leave. It’s a way of coping with an upcoming loss. It is a response adults need to be aware of and an opportunity to talk and connect with children about finding ways to end things well before they leave.
Talk, Share & Ask:
Also note that as children and adults prepare to leave, there is a tendency to grow distant as they prepare for separation, even if it is only for the summer holidays. Sometimes children (and adults) create problems with their friends to allow for a physical and emotional separation before they actually leave. It’s a way of coping with an upcoming loss. It is a response adults need to be aware of and an opportunity to talk and connect with children about finding ways to end things well before they leave.
Talk, Share & Ask:
- Who might you need to say sorry to?
- What might you need to let go of or who might you need to forgive?
- Would it help you if you took action to talk to them? Write a letter or make a card for them? Find your own special way to let them know (handshake, high five, pat on the back)? Could you ask an adult to help you?
A in R.A.F.T = Affirmation (saying thank-you)
Who will you always remember? Who holds a special place in your story? Who are your 'global' roots in the world?
There is an old saying that people come into your life for a ‘reason, season or lifetime’. By taking time to reflect and identify those that had the greatest impact, you are taking time to pack and unpack relationships. Reflecting on those that you most want to remember helps us connect to ‘our story’ and reflect on those that had a key role in it. Memory boxes, picture books, memorabilia and yearbooks help us to ‘pack people’ and keep them with us for a long time.
Before you go, you can help yourself as well as those you leave behind by taking action to say thank-you through words or small tokens of appreciation. It lets you recognize the role they played in your life and the value you place on the time you had together.
Talk, Share & Ask:
· If you could pack only your most important people to take with you, who would they be?
· Why are they the ones that have had the greatest impact on you?
· How might you find a way to pack a picture of them or an object to remember them by?
· How might you take action to show and share how important they have been to you before you go?
Before you go, you can help yourself as well as those you leave behind by taking action to say thank-you through words or small tokens of appreciation. It lets you recognize the role they played in your life and the value you place on the time you had together.
Talk, Share & Ask:
· If you could pack only your most important people to take with you, who would they be?
· Why are they the ones that have had the greatest impact on you?
· How might you find a way to pack a picture of them or an object to remember them by?
· How might you take action to show and share how important they have been to you before you go?
F in R.A.F.T = Farewell (saying good-bye)
How might you say good-bye to the people, places, possessions (and sometimes pets)? How and when will you do it?
‘Fare thee well’ is an old Irish phrase meaning to ‘send blessings’. Taking time to send and accept these blessings is the next concept we will cover in the 4-step acronym R.A.F.T. This is a process that may help you and your family create healthy endings. The F in R.A.F.T. signifies the importance of everyone saying their Farewells.
Sometimes good-byes are like the story of Goldilocks … too short, too long or too hard, too easy and every now and then (though not often and not right away) they may feel just right. To prepare you and your family for farewells, consider:
Intentionally including farewells into your planning calendar let’s everyone be a part of the process. They can begin to understand and accept that changes are coming and they can monitor how much or how little time is left before they actually leave.
Talk, Share & Ask:
Sometimes good-byes are like the story of Goldilocks … too short, too long or too hard, too easy and every now and then (though not often and not right away) they may feel just right. To prepare you and your family for farewells, consider:
- Listing good-bye’s that need to happen using the 4Ps (4Ps = People, Places, Pets and Possessions)
- Planning how formal or informal these farewells will be
- Creating a visual calendar to note important dates, events ensuring farewells are not overlooked or missed in the chaos of change
Intentionally including farewells into your planning calendar let’s everyone be a part of the process. They can begin to understand and accept that changes are coming and they can monitor how much or how little time is left before they actually leave.
Talk, Share & Ask:
- What people, special places and possessions do you need to say good-bye to?
- What do these farewells look, sound and feel like (a hand shake, a hug, a visit, a photo session, a house party)?
- How might a calendar, map and new/old traditions help during the farewell process?
T in R.A.F.T. = Think Destination (looking forward)
The T in R.A.F.T. involves Thinking Forward to your new destination. This happens throughout the process yet as dates get closer and you take steps to move through the R.A.F.T. process, it is healthy to think more about our future than the past. Pictures, visits, videos, Skype conversations and virtual tours help prompt this thinking and encourage children to visualize what their new experience will look, sound and feel like.
To connect where you are now with the future, identify what will look, sound and feel the same. Differences may be exciting to some and daunting to others, sharing the similarities creates some stability through change. For example, school transportation, libraries, cafeterias may stay the same. Families may share how pictures, furniture weather, trees or animals may stay the same. Helping bridge the two creates a level of comfort mixed with excitement for the new and unknown.
To connect where you are now with the future, identify what will look, sound and feel the same. Differences may be exciting to some and daunting to others, sharing the similarities creates some stability through change. For example, school transportation, libraries, cafeterias may stay the same. Families may share how pictures, furniture weather, trees or animals may stay the same. Helping bridge the two creates a level of comfort mixed with excitement for the new and unknown.
Understanding Culture Shock: Changing & Entering New Places
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Degrees may vary. Experience may help. Yet no one 'skips over' Culture Shock no matter how many times you move homes, schools, cities or countries. Some experiences may be more extreme than others, yet accepting culture shock as a necessary and integral part of the transition process will help you move through it. Even 'returning home' after living overseas is often presumed to be an easy transition yet experts refer to it as a 'Double Culture Shock' experience. Understanding this stage, accepting what's coming for seemingly small and large transitions is important for any transition experience. This emoticon graph captures basic elements of most theories related to Culture Shock. |
Past & Current Culture Shock Models
In the past, the honeymoon phase was expected to last a few months. In a changing world, this is no longer considered true.
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With the honeymoon phase shortening, disorientation and increased levels of anxiety occur sooner than may have been true in the past.
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Transition Experiences Within School Communities
With an understanding that Transition experience involve specific stages and degrees of grieving and culture shock, it is time to consider how it may influence communities. These models align with school communities yet easily relate to neighborhoods and residential areas.
Static Transition Cycle
An accepted static model of transition involves the majority of students starting school on the same day (represented by the sun) with only a few trickling in afterwards. It also works to the assumption that most students leave (represented by the moon) at the end of the school year. This static transition cycle assumes a cyclical nature to a school community. In a static model, it assumes most people arrive and leave at key times, therefore the related support systems target key dates or times in the school year to support the majority.
*** The months when students arrive and leave may vary depending on where you are in the world. For example, the school year ends in December in Australia. Also, this is a simplified model as staff may start and end outside of key times.
An accepted static model of transition involves the majority of students starting school on the same day (represented by the sun) with only a few trickling in afterwards. It also works to the assumption that most students leave (represented by the moon) at the end of the school year. This static transition cycle assumes a cyclical nature to a school community. In a static model, it assumes most people arrive and leave at key times, therefore the related support systems target key dates or times in the school year to support the majority.
*** The months when students arrive and leave may vary depending on where you are in the world. For example, the school year ends in December in Australia. Also, this is a simplified model as staff may start and end outside of key times.
Dynamic Transition Cycle
This model creates awareness of the students and families that may arrive and leave outside of the peak times identified within a static transition model. For example, there may be a secondary 'wave' of entry or departure due to varied school calendars around the world and home country cultural demands requiring a community to plan for a second orientation process. There are also those students that arrive mid-year or leave suddenly before the year ends. A flexible, adaptive and responsive approach is becoming an active responsibility of all members within school communities.
Frequent Transition Cycles
Using these understandings, consider how every student and family 'entering' a school community has recently 'left' a community behind. It also means that everyone 'leaving' a school community will be 'changing places and entering' a new community. These are key perspectives and understandings in a changing world.
Using these understandings, consider how every student and family 'entering' a school community has recently 'left' a community behind. It also means that everyone 'leaving' a school community will be 'changing places and entering' a new community. These are key perspectives and understandings in a changing world.
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SUMMARY: Key Understandings
1. Transition Cycles:
3. Community members play key roles in supporting and improving transition experiences. 4. Transition challenges and opportunities improve with:
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Coming Soon:
Concepts: Perspectives, Identity & Culture
- The significance of our beliefs, values, experiences and perceptions on our interactions with others
- The roles we play as we enter new places and welcome others into ours