Abstract
As an important concept in educational linguistics, identity has become a buzzword for scholars who are interested in exploring the complex interplay between identity and sociocultural variables. In the field of international education, a growing number of studies have examined this concept of identity in relation to culture and sense of belonging of third culture kids. Also known in a more positive way as global nomads, these individuals develop a sense of belonging to all cultures due to their lived experience in multiple countries (Fail, et al., 2004; Greenholtz and Kim, 2009). Bagnall’s work on student identity formation and sense of belonging in international schools is a case in point as it discusses the international schooling experience of this group from social, psychological, and academic aspects.
Divided into seven chapters, the book begins by briefly introducing the current state of international schools in the world and how crucial the concept of imagined community is in pinpointing where the students belong. The author then provides a detailed description of contemporary views of identity and identity formation from 1968 to 2013. The literature review in Chapter 1 orientates readers towards an understanding of identity and belonging as complex notions (Chapter 1). After the introduction, Chapter 2 traces in detail the methodology and theoretical considerations of identity formation. To operationalize this longitudinal study, Bagnall conducted interviews with 82 students in seven international schools located in London, Manila, Paris, Rio de Janeiro, Berlin, and Geneva together with informal interviews with staff members and parents. Furthermore, Bagnall talks of his professional career as a teacher and researcher in New Zealand, London, Paris, and Melbourne and his familiarity with various cultures. Another key point in this chapter is the delineation of the constructivist epistemology employed in the study. Bagnall provides the definition of the epistemology and points out its influence in the research process including the design of interview questions, perception of bias, and relationship towards the participants. Building onto this understanding, Bagnall talks of national identity being replaced by global identity and how identity has become unstable as a result of globalization. Centering on the theme of where international students belong, Chapter 3 provides a glimpse into the uncertainty that global nomads like international students have regarding where they will go next. To better understand their identities and belongings as they move from one sociocultural context to another, Bagnall provides a theoretical continuum in which nation-state citizenship sits on one side and global citizenship on the other. This fluid conceptualization of identity and belonging points to the fact that identity is no longer place bound; instead, individuals experience different levels of attachment to a global identity. For international students, international schools are probably the only place to form such global identities. As Chapter 4 suggests, most international students do not have access to local institutions and activities that would help foster ‘a network of connections to a particular place’ (p. 64). In the remainder of the chapter, Bagnall provides student responses to schooling from each school. The schools are thematized based on time duration at particular schools, choice about moving and sense of belonging, and how the schools help students with transitions. Many students find a strong connection to their international schools and are able to transition between cultures. For example, when asked about their attachment to both the London school and city of London, one student commented that, ‘I feel like I could stay here for a long period of time…I am ready to accept any sort of challenge. I would be ready to go to another country’ (p. 73). Chapter 5 looks at students’ identity formation and sense of belonging from countries and birth-related aspects including nationalities and birthplaces. In this chapter, the movement of students, students’ and their parents’ nationalities, and the attributes students find at home become the spotlight. Students commented on their frequent movement from one country to another, struggles of identifying their hometowns, experience of returning to their birthplaces, and places they would like to live. To further understand daily issues experienced by international students, Chapter 6 first explores the importance of friendship for these students and how social media sites, such as Facebook and Skype, play a crucial role for them to continue living in that virtual world. While the majority of students have little choice regarding where they would like to go next, their control of mobility increases after they leave school. As their mobility improves, many students are less constrained by particular countries and more open to work and live anywhere in the world. In the concluding chapter, Bagnall returns to the notion of global identity and makes the observation that international students see themselves as members of the global community and form their identities accordingly; their ‘dialectical, contradictory processes (p. 118)’ of identity formation is subject to factors mentioned above. Due to constant travel, their perception of home is more connected to their families and friends rather than any physical locations.
Overall, this volume describes the emergence of global identity and the pros and cons of global citizenship in international educational contexts from international students’ perspectives. The presentation of the book is easy to follow as Bagnall lists important terms and concepts in the early chapters, describes the longitudinal design of this study, and quotes students’ responses extensively in most chapters of the book to illustrate their feelings about international schooling. Such an in-depth qualitative study provides researchers and policy makers with valuable information on international schooling, student identity formation, globalized education, and ways of conducting cross-country educational research. However, the book would benefit from more critical engagement with the notion of global identity. While Bagnall recognizes the understanding of identity as dialectical and contradictory processes, using the lens of constructivism might not fully uncover these processes inherent to identity formation. One message from this book is that international students are somehow superior to students who had fairly stable schooling. In the book, Bagnall spent very little time describing how students obtain this superiority due to the fact that ‘they have the resources, both tangible and within themselves’ (p. 128). As a reader, I would like to see more about what makes these global elites think they are superior and how the processes of dialectical and contradictory identity formation are reflected among these international students.