Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/14058
Education can take place at any age, through the actions of many institutions such as family, work, in a community, schools or through a natural environment when such interaction is socially and culturally determined (UNESCO, 2006, p.12). From these many influences, school remains the most visible educational institution, and its role is central to the development of society, because it aims at developing the potential of learners through the transmission of knowledge and the creation of competencies, attitudes and values that empower them for life in society (UNESCO, 2006, p.12). Education is “… the instrument both of the all-round development of the human person and of that person’s participation in social life” (UNESCO, 1992, part 4 §8).
The school is an institution mirroring society and the people who live in it. It should develop simultaneously with society to correspond to changes such as globalization by innovating itself and its approach to teaching students by changing education for diversity. This BA thesis is elucidating the relationship between the identity of Third Culture Kids (TCK) and their educational needs, because how can teachers educate children they essentially don’t understand?
The relationship among life norms, identity forming and educational needs are intertwined in the global, mobile child’s developmental years. In a globalizing world are children with diverse cultural background, including TCK, becoming a norm rather than an exception. TCK are likely to find themselves on the margin of each home and host culture, but being a member of neither. Furthermore TCK identity is a complex construction from, e.g. a life with frequent transitions, reoccurring experiences of hidden losses and a lack of culturally belonging. Being on the move can result in profound psychological effects. Teachers need to take such implications into account. They should reflect on their teaching strategies and how to embrace an increasing student diversity and multiple needs. These educational needs may be met by changing education for diversity and creating an environment with positive affirmation of all students' abilities. Differentiated instruction offers a framework that ensures academic success for the full spectrum of learners, both mono- and multicultural children, by integrating content and students. Students need to understand the content being taught to apply it in meaningful ways to maximize their academic success. Educational authorities must acknowledge the effects of globalization e.g. a growing group of diverse students, including TCK, and ensure that teachers develop professional, positive mindset towards cultural diversity and value and recognize it in their classroom.