Tuesday, 25 August 2015

Interesting interview with Rachel Cason, adult third culture kid, researcher

I am glad to introduce Rachel Cason to you. We met each other a few years ago at a EuroTCK conference
in Germany. When we met she was doing research, she has agreed to answer a few questions specially for you.

 1. Would you tell us a little about yourself?
Hi! Well, I'm an adult TCK, a missionary kid to be exact. I was born and raised in West Africa until the age of 16, when my family "returned" to England to settle there indefinitely. After finishing the last two year of my school education, I took a gap year, working with children with additional needs. I went to Keele university to study French and Sociology, and enjoyed a couple of study abroad opportunities in that time also. In my Masters year I got married, and during my doctoral studies I had my beautiful daughter. Sadly, my marriage was not a happy one, and during my maternity leave my husband and I divorced. I suppose my life has been full of transitions, reaching beyond my childhood years! My daughter starts school this September, so that's another transition for us at the moment!

2. Can tell us about your research?
My thesis examines the ways in which the experiences of Third Culture Kids, or the children of expatriates, impacts upon their adult notions of belonging, identity, and relationship to place. It was prompted by a professor in my final year, who spotted research potential for this relatively understudied population after I did a research project exploring whether or not TCKs should merit consideration as disaporic. Typically, migration research has ignored TCKs, focussing instead on groups united by nationality or ethnicity. I wanted to explore the shared experiences of TCKs as originating in a shared expatriate culture.

3. For what degree did you do your research?
My PhD in Sociology, at Keele University.

4. What is your main conclusion?
This was an exploratory, qualitative study, rather than a quantitative one, so I have no concise statistics to sum things up with :) My main conclusions establish that rather than being rootless, TCKs are very much rooted in an expatriate, organisational culture. I suggest that there are characteristics and shared experiences that reach across expatriate organisations, be they military, business or missionary, and that these shared experiences have a huge impact on the development of TCKs sense of belonging, identity and place. Rather than observing that TCKs all share similar characteristics, I note that while many TCKs share similar worldviews, they are more likely to be reacting to the same experiences, than all reacting in similar ways to those experiences. In other words, there is a TCK culture, rather than a TCK personality. It's hard to narrow findings down, for fear of oversimplifying complex human experiences, but broadly; -

In terms of belonging, I found that TCKs often feel most comfortable in situations in which there is high diversity, and in which they may represent the ethnic minority; such a situation reflects their earliest experiences of culture as mediated by their expatriate organisations. TCKs were often found at the margins of society, often engaging constructively with their marginality (reaching out to other marginals, for example), yet some experienced deep isolation in their marginality.
In terms of identity, I observed many TCKs struggled as adults with the idea that they were getting better at 'blending in' to their passport culture. As 'perpetually unique' children, adult TCKs may need to find new ways in adulthood to express their individuality. For many TCKs, their adult careers proved a means through which they could negotiate their relationship with a local and global world. Nationality is an ambivalent identity, too restrictive for many, and yet crucial in understanding a TCK's experiences in their host country as national identification often mediated their interactions with that country(ies).
In terms of place, my findings counter suggestions that TCKs were 'placeless' and/or didn't find places meaningful or relevant, due to their high mobility. Rather, I found that TCKs had a keen emotional connection with place, and that it is possible that the presence of high mobility in adult TCKs may be a case of feeling propelled towards pepetual movement, rather than their making an active choice between settledness or mobility. Indeed, I suggest that of the many skill sets absorbed by many TCKs growing up in expatriate communities, being able to (or seeing the value of settling) is one that may be lacking.

5. How was it to hear so many TCK stories?
It was an absolute joy and privilege! It was striking though, that for many it seemed to be the first time they'd had this opportunity. We often tell stories from our lives to those around us, but very rarely do we tell the whole story, from beginning to present-day. It seemed a cathartic experience for many. This in itself made me feel the responsability of honouring the stories gifted to me so generously.

6. How did doing the research influence you?
It inspired me to try and find a way to meet the needs of the people I had spoken to. I was not able to do this directly; as a researcher this was beyond my remit. But for the many TCKs like them, I wanted to make sure that my research could be applicable to their lives in a way that would both validate and equip them to meet any challenges they may be facing.

7. What TCK research still needs to be done?
I would like to see more research on the gendered experiences of TCKs; the ways in which experiences in multiple host countries may be wildly different depending upon the gender of the TCK. This may be because of host cultural norms about the presence of men and women in public spaces, for example, or it may be that the gendered narratives of the expatriate organisations in which TCKs are raised merit examination in their own right. Gender is such a basic way in which we interpret personal and public identity, I feel this focus would illuminate the TCK experience hugely.

8. You have decided to start Life Story, tell us about it.
Life Story uses the life story interview as a therapeutic tool. In this way I directly apply my research experience to the process, both in the structure of the interview, and in the subsequent analysis of the interview. Life Story work offers the space to narrate and reflect on one's life story, and analysis of this interview focusses on connecting the past with the present through the emergence of particular patterns and themes.
This process can help anyone struggling to move forward positively in their lives to unlock past patterns of thinking and behaviours that may hold the key to a more empowered future. In this way, Life Story aims to encourage a more settled sense of self, one that is grounded in a full understanding of the past, but whose future is not limited by its history. 
I work with both TCKs and non-TCKs, and life story process is helpful for anyone seeking to find clarity in a fragmented history. I offer sessions by Skype primarily, although some face to face sessions may be possible also should clients be able to travel to Lincoln, England. 

9. Why do you think that telling your life story works for TCKs?
I think that TCKs especially find that their life stories get chopped up and fragmented, their revelation dependent on the appropriate audience or country. The life story interview offers an opportunity to bring all those fragments together in one place, and in so doing, offers an opportunity to gather all our fragmented selves together also. This in itself is a healing process, and also an empowering one, as it becomes possible to make connections between the 'chapters' of our lives that shed light on our current situations and challenges. Increased understanding of these connections then paves the way for positive changes that can move us forward, where we have felt stuck or without focus.

10. What advice would you give those who want to do research?
Stick at it! And follow the truths emergent in your work. Research is a lonely furrow, and it is easy to get discouraged. But though your work will not resonate with everyone, it will matter, and it adds to a body of knowledge and extends the voices that can be heard. That is hugely valuable in and of itself. 

11. What advice would you give TCKs in general?
I've typed an answer to this a few times, and then deleted it. I suppose I'm finding this one tricky because, at heart, I believe
that beyond any profiling or shared characteristics, TCKs are individuals first. Deeply distinct individuals. And I couldn't presume to ever give a group of individuals the same advice. Except this. Be you first, a TCK second. Understanding your TCK experiences and their impact is crucial to this. Otherwise it can be easy to mistake our tendencies for our desires. Unless we can root our 'selves' in a conscious vision for what we want our lives to look like, we will instead be driven by our tendencies, which may or may not coincide with our long term goals.

12. Any last comments?
Thank you so much for the opportunity to be interviewed! And just that if anyone has any queries or questions at all about Life Story, do get in touch. I am happy to reply to any emails of this nature, and anyone interested in the process is entitled to a free hour consultation by Skype to work through if life story work is something that might benefit them.

If you want to contact Rachel you can email her: rachelcason@explorelifestory.com
Or you can visit her website: www.explorelifestory.com Thank you so much for sharing about yourself and your research.

Readers have you had opportunities to tell people the whole story? What was it like?

Tuesday, 4 August 2015

Ruth van Reken speaks on the Impact of Growing up in a Globalized World

Two years ago I had the privilege of meeting and hearing Ruth van Reken speak at the Euro TCK conference in Germany. Ruth van Reken is co-author of the book Third Culture Kids Growing up Among Worlds. You should hear her too.

In this short video Ruth explains what third culture kids are and what cross-cultural kids are, she shares her personal story. She encourages parents who are raising kids cross-culturally to make sure that they know how to prepare their children for their transitions. It's so important to say goodbye appropriately. This TedxINSEAD talk was given in May 2015.


There are challenges for children that grow up cross culturally. The 2 main issues are:

  1. Identity: Who am I? Where do I belong? Where am I from?
  2. Unresolved Grief: this can be a result of all the invisible losses, called "hidden losses". With one plane ride the whole world as the child knew changes. These are the kind of losses there are: 
  • loss of their world
  • loss of status
  • loss of lifestyle
  • loss of possessions (it can be a bicycle, toys, tree houses, pets)
  • loss of role models
  • loss of system identity
  • loss of the past that was/ or wasn't
Parents should not just tell their children how great it will be in the next country, but they should take a minute and say "I understand", it's hard to leave and say goodbye. They should validate the emotions their children feel.

Recently there was an interesting discussion on Goodreads on the topic of unresolved grief. Lois Bushong was the facilitator of the discussion. 

What can we do with the grief? Some people use journalling, music or painting. It can help to talk to a friend about it. Others talk to a therapist. If you need a therapist you could check the International Therapist Directory.

In the talk Ruth poses the following question: How can we help people to use the incredible riches of their childhood? She suggests the following:
  1. Normalize the story
  2. Celebrate the both/ and's (celebrate the positive and acknowledge the challenges)
  3. Identify/mourn the hidden losses
  4. Re-define identity (can we be international?)
  5. Establish portable roots
  6. Recognize marketable gifts (like language, cross-cultural adaptability)
I recently wrote a guest post on MaDonna's blog called Raising TCKs. In it I share my personal story of leaving the African nest, leaving Zimbabwe to go to university in the Netherlands. With one plane ride my whole world changed drastically.

Did you grow up cross-culturally? Did you celebrate the good things and acknowledge the challenges? Please share your story or your advice. I would love to hear from you. 

Related links:    

Sunday, 26 April 2015

Providing children with tools to tell their stories

My inspiration today is an amazing post by Eric Spreng, an international school teacher at the International School of Ouagadougou (the capital of Burkina Faso). I wish there were more international school teachers like him. I wish I had teachers like him when I grew up in Africa.

He teaches to promote student voice, he provides the students with tools they need to articulate themselves and their stories, especially when these stories challenge the dominate narratives that would marginalize them. I think this is what all children need but especiallt third culture kids. They need tools to articulate themselves. They need tools to be able to tell their story in what ever environment or situation they are.

Recently I came across this quote and I believe it is so true.

"All sorrows can be borne if you put them into a story or tell a story about them" these are words by Karen Blixen, the author of the book "Out of Africa".

Third culture kids grow up often moving from country to country with their parents. It can be very exciting and adventerous but the other side of the coin is that they often have to depart and leave friends and familiar places. They often have to say goodbyes. These moments can be painful and sad. If they are equipped with tools to tell their stories it could be great help for them in life. It will make them more resilient and more able to thrive in this global world.

Not only teachers can teach kids the importance of their stories, but we as parents can teach our
Photo by DrieCulturen, taken at Schiphol
children too. Decades of research has shown that most happy families communicate effectively. It means that as a family you tell a positive story about yourselves. If you want a happier family, create, refine and retell the story of your family's positive moments and your ability to bounce back from difficult ones. Read more on this topic in the article The Stories that Bind Us.

So back to Eric Spreng's post. He says: "From the beginning of the year, I make it clear that student voice is one of our great resources, that students' diverse experiences and cultures are assests to us as a community of learners. He gives examples of students that develop their own voice, do read his post called "Why I teach: Voice, Discourse and Empathy."

Related Posts

Saturday, 14 February 2015

Highlights in 2014?

It's been a while since I wrote on this blog. 2015 is a new year and I hope to surprise you with more posts than in 2014. I only wrote twice last year so I am sure I can write more this year. Even though I do not write frequently it is good to know that there are still constant vistors finding this blog daily. Thank you all for coming by and reading on this blog I hope you found words that were helpful or useful.

I would like to update you on things that are happening in the third culture kid world. There is an interesting and very informative review on the Tckid website with a review of the many events that took place and new books that were published. It's worth reading the TCKid 2014 Year in Review.

Coming up soon is the Families in Global Transition Conference 2015 it is from 6-8 th of March in the USA. I wish it was here in Europe, it would much easier to attend. Hopefully one day I will attend the Figt conference. The theme this year is Finding "Home": Amidst Global Change. If you want to have an idea what the figt conference is like read an except of the soon to be published Figt year book. The except is on Cultural Complexity and Hidden Diversity: Exploring today's TCKs. Are any of you planning to go to the figt conference 2015? Do let us know and maybe you can share your most valuable insight here.

Recently I was asked whether there are meetups in the Netherlands for third culture kids or adult third culture kids. For those who are interested there is a facebook group called: TCKid Netherlands. There are plans to organize new meetups.

By the way one of my personal highlights in 2014 was visiting Havana, Cuba with a group of medical students. It was a great priviledge to meet the Cuban people and to see how the healthcare is organized. Maybe I will tell you more about this trip in another post. As an adult TCK I still like travelling, tasting new food, meeting new people and experiencing new cultures.

Havana Cuba, photo by DrieCulturen
What was your personal highlight in 2014?

Related posts: 




Wednesday, 6 August 2014

Help: Another Third Culture Kid is Going to University/College!

This afternoon at 4 pm Dutch time there will be a TCKchat on twitter and the theme is advice for third culture kids going to university information can be found here. So while thinking on this topic I remembered a recent article I have read. It's on the experiences of third culture kids transitioning to university life in Australia. The article was published in the International Journal of Intercultural Relations and is written bij Lauren Purnell and Elizabeth Hoban. The lead researcher Purnell is an adult TCK who spent 14 years of her upbringing living in Botswanna, Vietnam and Nepal before moving to Australia after graduating from high school overseas.
When studying in Holland: you need a bike! Photo DrieCulturen
culture kids on going to university or college. These TCKchats (#TCKchat) are held every first and third Wednesday of the month.

During the research 12 in-depth interviews were held with Australian TCKs aged 18-27 years who had spent 3-18 years living abroad and had lived in Australia for 7 months to 9 years.

4 Themes emerged from the data and a TCK Transition into University Model was developed. This model included 4 Stages:
  1. Preparedness prior to transition
  2. Initial experience during transition (initial 6 months in passport country)
  3. Adjustment during transition (6 months to 2 yrs)
  4. Stabilization (2 yrs and beyond)
The key findings included participants who received preparation from their school and family prior to moving, had practical support in Australia and engaged in Australian social networks and university life experienced improved emotional health and made way for a positive transition.

My short conclusion is:
  1. Families and schools should prepare TCKs for the transition
  2. Parents should make sure there are friends or family available for practical help 
  3. TCKs should try and get involved in university life or other social activities.