Abstract
With increasing globalization , the number of people living outside their home country continues to rise. This is true of both refugees and asylum seekers, as well as employees on international assignments, and, consequently, more research is done on the effects of leaving one’s home country, and the challenges it causes in identity development and feelings of belonging (Mann & Heineck, 2012; UNHCR, 2015). One group, in particular, stands out, as it does not really fit into the category of being forced to move, nor choosing to move. These are children of families that move to work in a country other than their own. These children are forced to move because their parents choose to move, and their number is increasing on the global scale, as international travel becomes easier, and companies expand globally.
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Notes
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- 2.
This is the case of many Persian girls who were sent to study in British Boarding Schools because of the 1979 revolution in Iran and then have experienced separation from their parents and a relocation in a new culture, in a new educational setting, regulated by new institutional rules.
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For more information see Smith, TCK World https://www.tckworld.com/.
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Another way to handle a lack of national identity is to replace it completely. This is seen specifically in United Nations (UN) employees. Not only are they expected to put the UN and international community above their home country, they must also pledge themselves to the UN (2012, p. i). As such, some UN employees consider themselves “global citizens” rather than a representative of their native country.
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Fanøe, E.S., Marsico, G. (2018). Identity and Belonging in Third Culture Kids: Alterity and Values in Focus. In: Branco, A., Lopes-de-Oliveira, M. (eds) Alterity, Values, and Socialization. Cultural Psychology of Education, vol 6. Springer, Cham. https://doi.org/10.1007/978-3-319-70506-4_5
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