ABSTRACT

This study speaks to the larger question of how mobile upbringing that spans tensions between multiple communities across the globe influences one’s construction of identity and belonging. In this paper, I examine how young adults who have been living in multiple countries in their formative years- most prominently referred to as Third Culture Kids -reflect upon their transnational life trajectories. With a particular focus on their construction of identity and belonging vis-à-vis language, literacy, and culture, I pair the concept of capital (Bourdieu, 1986) with habitus (Appadurai,1996; Bourdieu,1991). My analyses suggest that Third Culture Kids foregrounded multilingual competence and diversity in articulating their mobile upbringing, and they finally chose to live in the US in addition to maintaining transnational ties with Korea in their adulthood. Their sense of belonging to the US was cultivated as a response to feelings of estrangement from Korean society, where they are privileged in terms of social class but feel excluded due to the high cultural esteem for ethnic solidarity among local Koreans. With the growing number of transnational communities that mobilize funds of knowledge from heterogenic resources across the globe, this study highlights the need for educators to incorporate students’ funds of knowledge into language and literacy curriculum.

摘要

这项研究谈到了一个更大的问题，即跨越全球多个社区之间紧张关系的移动教育如何影响一个人的身份和归属感的构建。在本文中，我研究了在成长时期生活在多个国家的年轻人——最突出的是被称为第三文化孩子——如何反思他们的跨国生活轨迹。特别关注他们相对于语言、文化和文化的身份和归属感的构建，我将资本的概念（Bourdieu，1986）与惯习（Appadurai，1996；Bourdieu，1991）结合起来。我的分析表明，第三文化儿童在阐述他们的移动教育时突出了多语言能力和多样性，他们最终除了在成年后与韩国保持跨国联系外，最终选择了住在美国。他们对美国的归属感是对与韩国社会疏远感的回应，在韩国社会，他们在社会阶层方面享有特权，但由于当地韩国人对民族团结的高度文化尊重而感到被排斥。随着越来越多的跨国社区从全球异质资源中调动知识资金，本研究强调了教育工作者将学生的知识资金纳入语言和识字课程的必要性。他们在社会阶层方面享有特权，但由于当地韩国人对民族团结的高度文化尊重而感到被排斥。随着越来越多的跨国社区从全球异质资源中调动知识资金，本研究强调了教育工作者将学生的知识资金纳入语言和识字课程的必要性。他们在社会阶层方面享有特权，但由于当地韩国人对民族团结的高度文化尊重而感到被排斥。随着越来越多的跨国社区从全球异质资源中调动知识资金，本研究强调了教育工作者将学生的知识资金纳入语言和识字课程的必要性。