Third Culture Teacher by Lucy Bailey

Third Culture Teacher

by Lucy Bailey

John Catt Educational Ltd, Woodbridge (2019) Reviewed by Julianne Brown

If working in an international school appeals to you, then Dr Lucy Bailey’s book is an essential read. This relatively short, easy-to-read guide raises important issues about the challenges and rewards of living and working abroad. Whether you are single, have a partner or are thinking of moving with the family, this book offers useful insight and practical advice.

Bailey writes from personal experience. She has accompanied her husband, an international school principal, to fi ve different countries, raising a family of four children. She has extensive professional experience as a researcher within the fi eld of international education and currently holds the position of Associate Professor at Bahrain Teachers’ College. This combination of personal experience and professional expertise helps the book to avoid being seen as a ‘self-help’ guide, striking as it does the right balance between anecdotal and research evidence to produce a credible starting point and

‘springboard to fi nd out more’ (p75). Being written with the newcomer to international schools in mind, the title ‘Third Culture Teacher’ is a surprising choice. It is not a title that will stand out to an audience unfamiliar with international education, nor facilitate the book being found in a quick search for useful texts to read.

The book is divided into seven stand-alone chapters that together provide the reader with a comprehensive overview of the international school system and what it’s like to become an international teacher. The fi rst chapter lives up to its promise of providing a ‘tantalizing glimpse’ (p26) of ‘the world of international schools’. The scope is broad, and it draws on relevant research from the start. Following a brief introduction to the different types of international school, a useful working defi nition for the term sets the scene. Self-refl ection and soul searching are encouraged at each of the various signposted stops along the way. School ethos, ownership and governance, quality control and accreditation, and school leadership are highlighted as key areas to explore before considering practical steps on what to do next.

The concluding paragraph offers a fi nal piece of advice: if you are already feeling overwhelmed, perhaps working in an international school is not for you. The reader whose interest has been piqued at this point, however, is encouraged to read on.

Chapter 2, ‘International School Teacher’, discusses the motivation for and reality of teaching in an international classroom and living in another country. Bailey acknowledges the feelings associated with culture shock and the fundamental shift in self that occurs when one is confronted with different values and ways of seeing the world. The term ‘Third Culture Teacher’ is introduced, mimicking the concept of the ‘third culture kid’, suggesting a shift in professional belonging from the home culture to that of an ‘international teacher’ group, distinctly separate from the host culture. The challenges of teaching and learning in the multicultural classroom are explored, and the author draws on her own research with international educators to offer a set of practical coping strategies. A typology of ‘accidental teachers’, suggested as ‘unqualifi ed/ uncertifi ed’, is contrasted with the ‘third culture teacher’ profi le. This chapter ends with some basic advice to teachers

in adjusting to their new role: be clear of contractual expectations, be aware of political and economic infl uences that may impact your job, research the school, take advantage of the professional development opportunities available, and be proactive to lessen the impact of cultural shock.

Managing the expectations and cultural differences of parents and students in international schools is the subject of Chapter 3. The fi rst half divides students into the categories of ‘third culture kids’/global nomads, host nationals or returnees, and includes an excellent account of the notion of TCKs as ‘social chameleons’ (p49). Highlighting the impact of different cultures reinforces the importance of knowing the types of students in the school and what experiences of education they will bring to the classroom. This leads on to the role of parents in international schools, their expectations of the education system and differences in parenting styles, all of which will infl uence the teacher/parent relationship. Bailey concludes with an encouraging message that, with some compromises on both sides, these challenges can be seen in a positive light.

Chapter 4, ‘An international curriculum?’, is a comprehensive introduction to the different curricula found in international schools, and highlights the choice that this can offer to the potential international teacher. Bailey reminds the reader that this choice is positioned within the imposed restrictions of the national government and the challenges of cultural difference and language, where the international classroom may resemble ‘an English-speaking island in an ocean of other linguistic infl uences’ (p82). Next, in: ‘EdKids: The children of international educators’, parents are encouraged to refl ect on the kinds of experience they want for their children and to ‘proactively ensure that they get them’ (p86). Drawing on personal experience and the notion of third culture kids, Bailey discusses the advantages and disadvantages of being a TCK and the possible impact on mental health. This is an important chapter for the author, extended to include consideration of the longer-term

The fi nal consequences of living abroad such as relationships with extended family over chapter delves time, national ‘belonging’ and university choices. deeper into Chapter 6 is dedicated to the happiness of your partner. ‘Advice for ‘culture shock’, an expat partner or trailing spouse’ is a stark reminder that moving to a new what it is job in a different country will have a signifi cant impact on everyone, and that and how to your partner is equally important in determining the success of this lifemanage it changing event. The use of the term ‘trailing spouse’ (p105) may well raise alarm bells for some. One word of advice, not included in this section, is to think twice about going anywhere that describes your partner as ‘trailing’. The fi nal chapter delves deeper into ‘culture shock’, what it is and how to manage it, and fi nishes with advice on the practicalities of moving overseas including, for instance, visas, pensions and pets. Bailey’s experiences have shaped her view of international education, and are refl ected in her literary style and use of international school ‘jargon’. Contrary to the author’s assumptions, these are not terms that I (for instance) am familiar with in my everyday working life as an international educator. The terms ‘EdKids’; ‘accidental teachers’; ‘trailing spouses’ and ‘TCKs’ demonstrate a system of labelling and categorisation of people and system of labelling and categorisation of people and groups that introduces stereotypes and avoidable groups that introduces stereotypes and avoidable discriminative bias. Whatever one’s feelings about such discriminative bias. Whatever one’s feelings about such terms, there is an important ethical position to be terms, there is an important ethical position to be considered here. As Bailey’s pragmatic approach suggests, considered here. As Bailey’s pragmatic approach suggests, fi nding the right ‘fi t’ is crucial and ‘If you can’t hold your fi nding the right ‘fi t’ is crucial and ‘If you can’t hold your tongue when it comes to politics, pick your country very tongue when it comes to politics, pick your country very carefully’. carefully’. Nonetheless, ‘Third Culture Teacher’ encourages Nonetheless, ‘Third Culture Teacher’ encourages proactive preparation and personal research, and proactive preparation and personal research, and prompts the reader to question and explore the prompts the reader to question and explore the world of international education carefully. The book is world of international education carefully. The book is brimming with practical advice and thought-provoking brimming with practical advice and thought-provoking insight that makes it an excellent place for the insight that makes it an excellent place for the international teacher to start their journey. international teacher to start their journey. ◆

Dr Julianne Brown is Pastoral Wellbeing

Coordinator and Guidance Counsellor at Coordinator and Guidance Counsellor at

Brillantmont International School, Switzerland Brillantmont International School, Switzerland where she teaches PSHE and offers university where she teaches PSHE and offers university guidance. guidance. ✉ julianne.brown@bath.edu