悲伤是第三文化儿童过渡经历的一个组成部分:一份立场文件

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2022-11-14 DOI:10.1177/14752409221140176
Tracy Trethewy, Michelle A. Vanderburg, José van den Akker
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引用次数: 0

摘要

随着全球化的加剧,越来越多的家庭可能会因为工作而移居国际,而这些家庭中的孩子,通常被称为第三文化孩子,可能会发现自己为留下的家人、朋友或财产而悲伤。研究表明,Doka(2002)所描述的被剥夺权利的悲伤可能会影响这些学生如何看待他们在学校过渡项目中的经历。这篇文章是一项正在进行的关于第三文化儿童及其过渡项目经验的更大规模研究的一部分。学校越来越认识到,支持第三文化儿童对确保学生成功过渡至关重要,同时继续制定策略,确保学生过渡体验的积极性。国际学校还需要考虑并将专门解决被剥夺权利的悲伤的策略纳入第三文化儿童过渡计划。需要进行学术研究,而不是轶事证据,以更好地了解第三文化儿童在过渡期间是如何经历悲伤的,以及他们如何最好地得到学校的支持。本文考察了目前围绕几种现有悲伤模型的研究,以及它们与第三文化儿童和过渡计划的潜在关系。这篇文章是一篇立场论文,呼吁从悲伤和失落的理论视角对第三文化儿童进行进一步研究,以便为教育专业人员提供最能支持第三文化孩子教育之旅的资源。
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Grief as an Integral Part of the Third Culture Kid Transition Experience: A Position Paper
Arising from increasing globalization, growing numbers of families may find themselves relocating internationally because of work, while children in these families, often referred to as Third Culture Kids, may find themselves grieving for family, friends or possessions left behind. Research suggests that what Doka (2002) describes as disenfranchised grief may influence how such students perceive their experience with school transition programs. This article is part of a larger, ongoing study on Third Culture Kids and their experience with transition programs. Schools are increasingly recognising that supporting Third Culture Kids is essential to ensuring student transitions are successful, while continuing to develop strategies to guarantee the positivity of the student transition experience. International schools also need to consider and include strategies for specifically addressing disenfranchised grief in the Third Culture Kid transition programs. Academic research, as opposed to anecdotal evidence, is needed to better understand how Third Culture Kids experience grief during their transition and how they can best be supported by the school. This article examines the current research around several existing grief models, and how they potentially relate to Third Culture Kids and transition programs. The article is a position paper that presents a call for further research relating to Third Culture Kids through the theoretical lens of grief and loss, in order to provide education professionals with resources that can best support Third Culture Kids on their educational journey.
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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