Global Nomads and Third Culture Kids. – this terminology is becoming heard more and more in international communities around the world. But what do these phrases mean? ‘Global Nomad’ is a term used to describe a person who doesn’t feel he or she has roots in one particular country who grew up in various different countries, and still continues to move around the world. Me for instance! Some of our students in international schools are ‘Global Nomads’ and will continue to be. Some, of course, won’t. My brother didn’t. He has put down strong roots in the UK and is happily settled there. And so might your child. Or not. It is important to remember that we are all individuals and whom we become as adults is a mix of intrinsic character and extrinsic experience.

Just as it is rare for two individuals to react in the same way in any situation, we cannot expect children to develop in the same way as their parents, because of their own individual experiences.

‘Third Culture Kid’ is a term used to describe to describe children who are living in a culture very different from their own, and are also learning in a language or culture which is different again. For example, the Japanese boy, living in Africa, attending an international school with a UK curriculum. Or the Swedish girl in South East Asia at a French missionary school. Easy for the child? Definitely not! A wonderful learning opportunity? Definitely!

In my experience parents often worry a great deal about their children, and to be honest with you, children in general pick up on that worry and internalise it. The children who adapt most successfully come from families who focus on the positive aspects of the experience they are having. ‘It’s so fantastic that she is learning to speak Spanish fluently.’ ‘They are learning so much just from being in this country.’ ‘The exposure to making friends from different cultures is going to benefit him so much.’

The best teachers will also do this. Philemon, Dutch, when learning to tell the time, remarked ‘half past three? But in Holland we say halb vier (half four)’ The teacher responded ‘Isn’t that great, you can tell the time in English and Dutch. Now, Millie is lucky because this maths is easy for her because English is her first language. But you are lucky because you are growing up knowing two languages.’ Everyone feels valued. The most difficult time for young people to adapt to change is in the mid to late teens when the peer group and their status is most important. This is often when they are figuring out ‘who they are’. Good schools should offer class and individual guidance in this respect, but don’t be afraid to request it.

If at all possible try to avoid moving a child in the middle of a two year exam programme. This may cause additional difficulties like splitting the family for a short while, as happened to mine, but it really should be considered carefully. If moving is unavoidable, make sure the school is fully informed and supportive. Talk to your child, discuss options. They may prefer to start the two year course again, or switch to a different one. A student who recently left ISU at the end of Grade 11 has done this with great success.

End of Part One.

Kirsten Durward, PYP Co-Ordinator, International School of Uganda.
Kirsten is happy to take suggestions from readers as to any educational topics they would like to know more about. Please email Kirsten (kirstenmd@yahoo.co.uk) and she will answer any personal queries (although not always immediately).

Read Part 2 of this article here