Abstract
This chapter builds an understanding of belonging and examines it in the context of international schools in an increasingly global world. It focuses on the early years and explores a case study at a well-established international school with eighteen 4- to 6-year-old children. Together with the children, the researcher co-constructs understandings around young children's ontological perceptions of belonging. The research explores children's views of what enables and what hinders belonging in ethnically, culturally, and linguistically diverse international educational spaces and culturally responsive and developmentally appropriate means through which these perceptions can be accessed. The chapter then discusses the implications and recommendations resulting from the case study. It offers methodological practices for research with young children in international spaces, possibilities for further research, as well as theoretical, pedagogical, and structural considerations for international educators and school leaders striving to create inclusive spaces.
TopIntroduction
Belonging is a commonly used word. Its meaning seems so natural and commonsensical that it is often mentioned without much explanation or questioning from an early age. It is not unusual to hear: “That shovel belongs to me!” in sandpits all over the world. As we grow older, the concept of belonging takes on several meanings and we start to recognize it as not merely relating to our possessions but also forming out of interpersonal attachments.
Maslow (1943), who proposed a five-tiered motivational theory, established belonging as a fundamental human need. He identified it as essential, right after basic physiological and safety needs had been met. Baumeister and Leary (1995) argued that belonging is the critical human motivation that drives everything we do as individuals and as a society. The United Nations Convention on the Rights of the Child (UNCRC) concluded that belonging is intrinsic to the well-being of children (United Nations, 1998).
In the recent past, the world was conceived as a collection of mutually exclusive national states. Belonging was directly tied to nationality, ethnicity and race (Pollock & Van Renken, 2009). The role of schools was to transmit and shape the cultural values, beliefs, behaviours and norms necessary for the next generation to successfully negotiate belonging in their geographical location (Healy, 2020). Globalisation, however, has blurred boundaries; the role of schools in perpetuating traditional norms to create a homogenous society has been and continues to be confronted by hybridity. The COVID pandemic seemed to further highlight the human longing and need to belong as well as an increasingly interdependent, interconnected world. This leads to the question: what does belonging in a global world look like and entail, and what are schools' roles in fostering it? While grappling with how to ensure belonging in increasingly diverse classrooms, some highlight that a school’s role has become even more important as children start formal education ever earlier (Johansson & Puroila, 2021).
International schools, which readily conjure up colourful, happy images of many nationalities and cultures playing, working and laughing together, seem like ideal places to look for solutions. In recent years, international schools have witnessed unprecedented growth (Hayden & Thompson, 1995; Dixon & Hayden, 2008; ISC, 2022). The International Baccalaureate (IB), a popular curriculum initially developed for the international sector, has been adopted by not only a growing number of international schools but also national schools (IBO, 2020). Could international schools and international education untangle belonging from traditional notions and provide a more globally relevant framework through which to view and foster it? Although ‘international’ in name and often espousing to develop “intercultural understanding and respect” (International Baccalaureate Organisation, n.d.), international schools are coming under attack for upholding and promoting western, colonial, hegemonic ideologies (Tanu, 2020).
Key Terms in this Chapter
Politics of Belonging: Encompasses the formal rights and responsibilities that either enable or deny belonging.
Cross-Culture Kid (CCK): An umbrella term coined by Pollock and Van Renken to connote anyone who grows up with more than one culture. Also, see Third Culture Kids (TCK).
Developmentally Appropriate: Practices that recognise the needs and celebrate the gifts of each stage of development. Engaging young children through artistic materials can be a developmentally appropriate practice for teachers and researchers.
Culturally Responsive: Practices that recognise and respond to cultural differences when working with children and adults.
Globalisation: Describes the growing interconnectedness of the world socially, politically and economically. It has also been claimed that globalisation also involves the denationalisation of institutions, customs, and beliefs.
International Schools: Traditionally these schools catered to expats whose families moved for an extended period of time from their home countries. There has been a recent rise in international schools and with it a shift in clientele and purpose. What constitutes an international school is currently up for debate.
Story: An account imaginary or real. Stories can entertain, convince, connect and shape our own and others perception of events. Advocates of narrative inquiry in educational research argue that stories have the scope to equitably represent diverse, multi-layered, interconnected, sometimes conflicting life experiences and our interpretations of them.
International Education: A curriculum that recognises a global, interconnected world and aims to nurture culturally aware world citizens.
International Baccalaureate (IB): A program that asserts to provide a high-quality, holistic education that develops global citizens. There are four strands depending on the age of the students. It is popular among international schools and increasingly among national schools.
Early Years: The period between birth and six years of age. A formative period for cognitive, social, emotional and physical development.
Third Culture Kid (TCK): The original term coined by Pollock and Van Renken connoting a person who spent considerable time outside their parents' culture as a child.
Sense of Belonging: Feeling of familiarity, connectedness and acceptance that come with belonging.