This paper uses part of the data from a larger qualitative inquiry in two International Baccalaureate schools, one in Australia and one in an Indian Ocean Island Nation (a pseudonym), to identify the factors and forces that contribute to the sense of self and understanding of and engagement with the notion of international mindedness in two ‘third culture kids’. Socio-cultural theory is used as a conceptual framework to explore cross-cultural differences and similarities between the students and the schooling contexts. Analysing the students’ perspectives about their understandings of international mindedness through grounded theory methods, the paper also develops hypotheses on the notions of being, belonging and becoming.

中文翻译：

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第三文化孩子的国际情怀：两所国际文凭学校学生的案例研究

本文使用来自两所国际文凭学校（一所在澳大利亚，一所在印度洋岛国（化名））的较大定性调查的部分数据，以确定有助于自我意识和理解的因素和力量以及在两个“第三文化孩子”中融入国际意识的概念。社会文化理论被用作一个概念框架，以探索学生与学校环境之间的跨文化差异和相似之处。通过扎根理论方法分析学生对国际情怀理解的观点，本文还提出了关于存在、归属和成为概念的假设。