Abstract
Three decades of research have evidenced the integral role a sense of belonging plays in the psychosocial development of children in international schools abroad. However, the current state of the literature does not adequately reflect demographic and structural developments in the international school sector; rather, it remains overwhelmingly focused on those experiences of ‘Third Culture Kids,’ or students whose hybrid identities and transient lifestyles have led to the construction of an entirely new cultural identity. As globalisation leads to increased heterogeneity in school structures and experiences, it is necessary to acknowledge that ‘belonging’ is a far more multifaceted area of inquiry when considering the diversity of student identities these schools cater for. Using a postmodern critical methodological framework to synthesise literature from 1995-2024, this project draws attention to the gaps in our understanding of research on belonging in international schools. In considering whose voices are heard or silenced, the characteristics of international schools as research sites, and the extent to which host culture is explored as a factor in experiences of belonging, new avenues of research are illuminated for further exploration. Future scholarly works addressing the identified gaps in literature hold significant potential for providing evidence-based frameworks for developing inclusive school climate interventions which reflect the needs and experiences of an ever-diversifying international school student body.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
International Education, International Schools, Belonging, Host Culture, Literature Review, Identity
