4 minute read
“Citizen of the World” Myth or Reality?
from The Voice 37
MYTH or REALITY?
What is the global identity narrative and how is this explored in international schools like Tanglin? Alban Ferrieu, one of our Careers and University Guidance Counsellors who completed his doctorate on this topic, tells us more.
The population of globally mobile children has significantly increased in the last few decades. 24 million children were living outside of their countries of citizenship in 1990, versus 33 million in 2019. The rapid growth1 of the global international school market can be linked to this progression but also to an increasing demand from local families. Thousands of schools around the globe are now labelled as “international” and the global identity narrative they convey can be approached from two different perspectives.
One perspective is that, through organisations like the International Baccalaureate, the goal is to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect. The other perspective comes from some authors like Danau Tanu who contend that it is also about making sure that these children learn how to operate “in a transnational world left behind by a colonial past and modernized by contemporary capitalism”. Are international schools offering an education that promotes intercultural dialogue towards peace between nations or an education that seeks to prepare the global elites of tomorrow to serve western capitalism? Recent research seems to suggest that it is often both!
The “global identity narrative” developed in international schools will inevitably shape the students’ cultural identity. If we look at the student population within international schools, we could distinguish many different groups. The “TCKs” (Third Culture Kids)2, the “local” kids, the internationally mobile students, the students with the same cultural background as their international school, etc. Despite all these differences, all students attending an international school fall under the “Cross Cultural Kid” umbrella that encompasses all cross-cultural experiences occurring during childhood. Beyond international mobility, an international school education exposes students to multiple cultures for a significant amount of time. The scientific literature establishes that this has a concrete impact as it occurs during key developmental years. While some children struggle with the feeling of not having a sense of belonging, they also develop strong intercultural competence, are more adaptable and often multilingual!
On a cultural identity level, complex ethnic, linguistic, cultural, and national backgrounds may cause misalignment between how a student looks, speaks, feels and what is indicated on their passport. Even when students don’t feel different from students from their country of origin, they often experience a reverse culture shock when they relocate to what is supposed to be their “home” country. This is one of the reasons why Tanglin has programmes in place to address these issues with the students.
Another temptation would be to consider that, within our international school community, we are all the same. By having the shared experience of living abroad or being in contact with multiple cultures, we may consider ourselves “citizens of the world”. While this is a very positive intention, we tend to forget that some citizenships are much more privileged than others when it comes to international mobility. While Singapore and the UK are high up on the passport index and can easily travel to 147 countries, some passports only give access to as few as 34 countries. Feeling like a citizen of the world when you can freely travel is easier than when your citizenship and/or financial situation reminds you every day that you are “stuck” where you are. Nations still structure and organise the world as we know it, looking after health, education, protection, infrastructures, etc. Passports and borders are a tangible reality that remain, even when we believe that we can feel at home “anywhere”.
The way we perceive the world remains anchored in specific cultures and languages, but our perception of the world can thankfully evolve! Growing up in an international school community is a chance to push cultural boundaries and to not let a citizenship status define who we are. Tanglin students, whether they identify with their citizenship, as Third Culture Kids, Bi/multicultural Kids or Cross-cultural Kids, are all on the same journey towards greater open-mindedness, intercultural competence, multilingualism and working towards a better future! ■
amount of time.”
1. According to ISC Research’s 10-year comparison, the number of students has grown from 3.54 million in July 2011 to 5.68 million in July 2021.
International schools have also increased from 7,655 to 12,373 during the same period. 2. A person who has spent a significant part of his or her developmental years outside the parents’ culture. The TCK builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture are assimilated into the TCK’s life experience, the sense of belonging is in relationship to others of the same background (Van Reken & Pollock, 2001).
