This article is based on a multiple case study which examines the lives of a group of 11 former international school students who all attended an international school between 20 and 50 years ago. The research design was based on a review of the literature on third culture kids and adult third culture kids, covering emotional and relational issues such as sense of belonging, identity and the nature of relationships formed. Data were gathered through both postal questionnaires and indepth interviews and multi-dimensional pictures of the lives of the former international students have been generated. Links between the literature and personal experiences are explored.
Book reviews77 comparative and international education field of research, provide a structure for comparative inquiry, and highlight the difficulties facing researchers in the field. (Perhaps in future, the authors might helpfully consider writing a textbook fully devoted to methodological approaches that can be used in this complex field of study, providing more practical tools to cope with the challenges facing comparativists.) Chapter 7 examines research perspectives on education in developing countries and discusses some of the practical and ethical issues associated with researching in less developed countries. In Chapter 8, the authors explore the outcomes of comparative research, considering large-scale studies of pupil attainment, while Chapter 9 provides examples of how international comparative studies have contributed to the understanding and knowledge of key issues in education. The authors conclude by introducing future challenges in the field. This book is relevant to a variety of audiences. It is highly recommended for educational practitioners and scholars (from both inside and outside the field of comparative and international education) who seek a better understanding of the field. The book will also be highly useful in providing a global framework for education students and early-stage scholars new to this field. The structure of the book (where each chapter stands alone, in addition to being an integral part of the book as a whole) is such that each of these audiences can focus on particular chapters according to their own point of interest.While the sequence of the chapters of the book was not always clear to me, Phillips and Schweisfurth have gathered together a volume that provides the reader with an introduction to the theories, approaches, and key themes on comparative and international education that reviews the development of the field and that successfully faces the big challenge of defining and delimiting the boundaries of the field and those related to it. This fluently written background is essential for those seeking to enter the field and for those aiming to understand and investigate it, allowing deep insight into the theory and practice of international and comparative studies in education.In addition to setting the theoretical framework for the field, the book also outlines salient research aspects that emerge from it, introduces methods of comparative education, and stimulates discussion around methodological questions concerned with this field of research: which methods are appropriate, for instance, to ensure an adequate understanding of other cultures from an external vantage point? What does comparison consist of and how might it best be undertaken? Furthermore, the authors do not hesitate to discuss the difficulties and problems facing researchers in the field. This integration of the comprehensive theoretical framework and the discussion of methodology produces a very useful handbook for study and research in the field. Moreover, the references included with each chapter...
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