This study is a critical evaluation conducted by a Youth-led Participatory Action research team that has, over the course of five years, sought to investigate culturally responsive pedagogies in international schools populated with Third Culture Kids. Previous to this work, the youth researchers and I developed an interdisciplinary, choice and project-based honors program which we called the Small Learning Community. As such, this program became the object of and context for this review. We were guided by the question, What are, if any, the perceived learning benefits for students in the Small Learning Community?, and we sought to critically evaluate the program’s perceived impact on meaningful learning experiences, student agency, and transference of skills. We leveraged constructivist-oriented Grounded Theory—in part because of the value this approach assigns to emic knowledge—to examine interview transcripts of SLC participants. I then developed case studies and argue for pedagogical shifts in the international classroom that center more deliberately on (1) active participation, (2) the perception of new, (3) choice, (4) attention to process, (5) personal interest, and (6) social emotional learning, while addressing the need for more intentional and systematic practitioner research.

Denna systematiska litteraturstudie behandlar ämnet modersmål eller som det också kallas heritage language. Syftet är att med hjälp av diverse vetenskapliga artiklar komma fram till vilken roll språket spelar i en individs utveckling. Detta anses vara viktigt då man i lärarutbildningen ofta lyfter fram den enskilda individen i ett klassrum och det är då viktigt att skapa en förståelse för de ungdomar i dagens Sverige som har ett annat heritage langauge än just svenskan. Artiklarna visar att de ungdomar som fått lära sig sitt heritage language känner en koppling till sin kultur medan de som inte har fått möjlighet till det känner att de saknar något. Genom sådana resultat har man därför kunnat komma fram till att inte bara finns det en stark koppling mellan ens språk, kultur och identitet men att den också är mycket viktig.

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Thesis advisor: Marilyn Matelski / This thesis examines the various ways in which cultures across the world have used the game of soccer, or football, as a cultural unifier. With minimal equipment and simple rules, football is universally understood and globally popular. The uniting and inspiring power of football reaches its peak every four years during the Fédération Internationale de Football Association (FIFA) World Cup. The tournament pits 32 of the world‘s best national football teams against one another in a dramatic and wildly popular contest that declares one team the World Champion. Despite the competition on the field of play, the bidding process to win the privilege to host the FIFA World Cup is equally intense. Nations across the world vie for the chance to host one of the world‘s biggest and most prestigious sporting events, seemingly in the hopes of boosting the nation‘s economy. Scholarly research, however, claims that hosting a World Cup has a negligible, and sometimes even negative, effect on the host nation. Why, then, do nations bid so fiercely to host the World Cup? This thesis posits that the host nation is not primarily concerned with earning money, but with accruing ―social profitability‖ from hosting the tournament. The intangible benefits to hosting the World Cup include situating the nation as a world class destination for business, trade, and travel. Further, hosting the World Cup gives the host nation the chance to showcase its unique culture to the world, while fostering peace, unity, and fair play across the globe in celebration of the beautiful game, football. / Thesis (BA) — Boston College, 2011. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Communication Honors Program. / Discipline: Communication.

This study examined the electronic discourse in an online course to investigate if culture exhibited itself in the communication of students. The researcher also sought to find out if a third culture was built in this course and if so, what design features facilitated the emergence of this third culture. A graduate-level online course at a Southwestern university was examined in a case study. Computer-mediated discourse analysis was used as the method. The students were administered an online demographic survey to collect information about their background. The online communication of the students, the instructor, and the assistants were analyzed. A semantic analysis matrix was developed based on the pilot study that was used to investigate the content of the messages posted in the discussion conferences. The results showed that culture did not exhibit itself in the discourse. A third culture, however, was formed by the students. The discourse characteristics of this third culture are producing timely and intelligent comments and equal levels of participation; use of materials from both cultures; constant interaction among participants; creating a side conversation between two different cultures; a common discourse accent; words, expressions, acronyms created in the course; curiosity, sensitivity, openness towards otherness, critical engagement with others; and ability to understand and tolerate different perspectives and cultural phenomena. The design features of the particular online course were discussed. The design features that may have helped create a third culture among students are face-to-face meetings and introductions conference in the course; instructor’s teaching strategies such as creating expectations for participation and her scaffolding and mentoring throughout the course; and features of the course communication platform such as the ability to embellish the thoughts through the use of fonts, colors, and quoting.

Fler och fler barn flyttar utomlands på grund av föräldrars arbete. Många av de flyttar med sina föräldrar i tidigt ålder och förflyttningen sker under hela barn- och ungdosåren.. Av den anledningen ligger intresset i att undersöka detta fenomen. Syftet me denna studie var att undersöka svenska elever som av olika anledningar studerar på svenska skolan utomlands och framförallt undersöka de bakomliggande faktorer vid val av skola och erfarenheter på den svenska skolan bortom Sveriges gränser. Under denna undersökning befann jag mig på plats vid en skandinavisk skola i Europa. Den metod som användes under studien var halvstrukturerad intervjuguide med den fenomenografiska ansatsen. Sammanlagt intervjuades fem elever med olika skolbakgrunder. Utgångspunkten för resultat och analys har utgått från att dela in materialet i olika kategorier för att beskriva fenomenet som ter sig på olika sätt för varje individ. Dessa beskrivnings kategoriner innehåller underordnade kategorier som presenteras under kapitlett resultat och analys. De skilda överordnade beskrivningskategorierna är elevers upplevda motiv till att läsa vid skandinavisk skolan, elevers erfarenheter vid att läsa vid en skandinavisk skola, elevers erfarenheter samt attityder till livet som utlandssvenk och integration. Diskussionen innehåller material från empirin som framställs med tidigare forskning.

abstract: This study aims to deepen the understanding of how Third Culture Kids (TCKs) receive and maintain long-term perceptions of positive identity. The literature review surveys bodies of research related to Third Culture Kids, intercultural communication conceptions of identity, and communication strategies of identity management. The research framework is a response to Martin and Nakayama’s (2010) call for a dialectical approach to the study of intercultural communication, and reflects an interpretive/critical/activist dialectic paradigm. This qualitative multi-method research project gathered survey, interview, and visual data through online platforms. Participants were TCKs over age 40 who self-selected as having a positive identity. A modified grounded analysis revealed several key findings connected to agency development, choice making, communication filters, and framing of positivity. Factors contributing to characteristics of a positive identity included sending organization, total number and frequency of moves, and degrees of difference among their cultural contexts. / Dissertation/Thesis / Doctoral Dissertation Communication 2016

The study examined relations between a cross-cultural geographically mobile childhood and adult cultural identity, attachment to cross-cultural identities (CCIs) and self-esteem. CCIs are loosely defined identities (e.g., third culture kids [TCKs], military brats, missionary kids) that describe some individuals' childhood cross-cultural experience. The 475 participants spent at least two years before age 18 in a culture different from their parents' and completed an online survey including childhood cross-cultural experiences, Cultural Homelessness Criteria, Rosenberg Self-esteem Scale, and Self Label Identity Measure (SLIM) that captured strength of affirmation, belonging and commitment to any CCI. Cultural homelessness (CH) was related to lower self-esteem; higher SLIM scores was related to higher self-esteem and lower CH. TCKs reported lower self-esteem than non-TCKs and older participants experienced less CH and higher self-esteem. SLIM scores buffered the CH-self-esteem relationship, whereas a TCK CCI and having more cross-culturally experienced social networks did not.

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A presente pesquisa trabalha principalmente Freyre e o iberismo. Foi possível concluir que o sociólogo saiu em defesa dos valores luso-hispânicos como responsáveis por alçar o país à categoria de modelo de civilização. Com base em documentos produzidos à época, identificamos que o sociólogo pernambucano, de modo muito particular, desenvolve a ideia que sinaliza para o Brasil, principal representante do catolicismo ibérico, como terceira força cultural ou terceira solução, capaz de ombrear culturalmente com as principais potências que marcaram as disputas ideológicas na Guerra Fria. / This research aims at analyzing, primarily, Freyre and Iberianism. It is right to say that Luso-Hispanic values were asserted by the sociologist as responsible to raise Brazil as a way of civilization. Based on historical documents, I have identified that Gilberto Freyre, in a very particular way, formulates an idea for Brazil, main Iberian Catholicism representative, as the third cultural force or the third solution, capable of equalizing itself, from a cultural viewpoint, in relation with the world powers, which marked the ideological disputes throughout the Cold War period.