Blurring lines: Reconstituting the third culture kid identity

Swindle, Jean

Blurring lines: Reconstituting the third culture kid identity

dc.contributor.author	Swindle, Jean
dc.date.accessioned	2026-04-17T21:37:57Z
dc.date.available	2026-04-17T21:37:57Z
dc.date.issued	2016
dc.description.abstract	Third Cultures Kids (TCKs) are lauded for their international travel, ability to speak multiple languages, and global perspective but have also been identified as plagued by a sense of cultural homelessness, difficulty upon repatriations, and a lack of positive affect (Pollock & Van Reken, 2003; Dewaele & van Oudenhoven, 2009; Peterson & Plamondon, 2009). Research on TCKs has unquestionably used the Pollock and Van Reken definition of a TCK and relied on the characteristics noted in the seminal text to formulate a list TCKs characteristics. This paper challenges these assumptions and use Derridian deconstuctivist and Deleuzian lenses to interrogate the dominant way in which the denominated TCK has been socially- and scholarly-constructed. There is the potential for a broader reading of how international experiences constitute a child's identity. Using data from an ethnographic pilot study, the life stories and descriptive narratives of four TCKs between the ages of 18-40 and survey data from an additional 32 participants are used to explore the TCK identity through the aforementioned theoretical lenses. The findings present titillating possibilities for different sorts of knowledge production on TCK research and lead to asking different sets of questions that expand the TCK dialogue beyond merely understanding context and causality to adding to the growing discourse of identity constitution and multidimensionality.
dc.identifier.uri	https://ir.ua.edu/handle/123456789/17760
dc.language.iso	en_US
dc.title	Blurring lines: Reconstituting the third culture kid identity