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In summary, it is fair to say that the findings discussed above consistently demonstrate an affinity by members of the non-TCK group with the concepts and terminology attributed by Pollock and Van Reken to the TCK experience. Conclusion In this study, I had set out to compare and contrast the experiences of a group of non-TCKs and a group of TCKs, seeking to identify points of divergence and convergence in their experiences. The impetus for this work was the need to conduct a study with a carefully selected control group of non-TCK participants, in order to test whether or not Third Culture Theory suffers from the ‘Fallacy of Subjective Personal Validation’. Prior to undertaking the field research, it was expected that points of divergence between the two groups would emerge. It was also suspected that points of convergence may exist, but there was no data upon which to base such speculation. When the data obtained from the two groups was compared and analysed, clear areas of divergence arose from the findings and a number of points of convergence also materialised. Bearing in mind the exploratory nature of this study, these points of common junction are not presented as conclusive evidence for judging the credibility of the Third Culture Phenomenon. Rather, they provide a framework upon which to ground and construct a more detailed study, to formally test the validity of the suppositions and empirical statements made by Pollock and Van Reken concerning Third Culture and TCKs. A wider and more detailed exploration of this phenomenon, will no doubt reach a final conclusion as to whether or not Third Culture Theory does indeed suffer from ‘Fallacy of Subjective Personal Validation’. References Carroll, R.T. (1995). Forer Effect. The Skeptic’s Dictionary. http://skepdic.com/forer. html [accessed 18 April, 2006]. Dickson, D.H., and Kelly, I.W. (1985). “The barnum effect in personality assessment: a review of the literature”. Psychological Report, 57, pp.362-382. Forer, B.R. (1949). “The fallacy of personal validation: a classroom demonstration of gullibility”. Journal of Abnormal and Social Psychology 44, pp.118-119. McMillan, J.H. (2004). Educational Research: Fundamentals for the Consumer. Boston: Pearson Education, Inc. Patton, M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications. Pollock, D.C., and Van Reken, R.E. (2003). Third culture kids: the experience of growing up among worlds. London: Nicholas Brealey Publishing. Useem, R.H., Useem J., and Cottrell A.B. (1993). TCKs four times more likely to earn bachelor’s degrees. http://www.tckworld.com/useem/art2.html [accessed 18 April, 2006]. Van der Mescht, D. (2004). “Phenomenology in education: A case study in educational 40
leadership”. Indo-Pacific Journal of Phenomenology4(1), pp.1-16. http://www. ipjp.org/august2004/mescht4e1.pdf [accessed 10 May, 2006]. 41
Page 1 and 2: The Comparative Education Society o
Page 5 and 6: Editorial: The Many Faces and Funct
Page 7 and 8: Goals (MDGs) and UNESCO’s Educati
Page 9 and 10: The Necessary and the Contingent: O
Page 11 and 12: the 1970s, the dominant paradigms i
Page 13 and 14: academic disciplines and fields. On
Page 15 and 16: as the ‘actual’ form and focus
Page 17 and 18: more than one discipline. … These
Page 19 and 20: which derive from them, enrich our
Page 21 and 22: interact with knowledge and its soc
Page 23 and 24: larger system of education having e
Page 25 and 26: field and creative project”, Soci
Page 27 and 28: Ethical Responsibility in Comparati
Page 29 and 30: intuitions would be able to provide
Page 31: human freedom. For example, if we d
Page 34 and 35: experiences (Carroll, 1995). The st
Page 36 and 37: Challenges and Benefits of the Thir
Page 38 and 39: classifications that form the basis
Page 40 and 41: school since Kindergarten. This is
Page 42 and 43: I was at the rugby recently and it
Page 47 and 48: China’s Development Aid to Africa
Page 49 and 50: a total of 24 students came from Af
Page 51 and 52: China’s development model is very
Page 53 and 54: As noted above, China’s capacity
Page 55: gongshi (China and globalization: W
Page 58 and 59: 定的路線發展;也是某些人
Page 60 and 61: 幸好,仍有個別師範生在反
Page 62 and 63: • • 我覺得較多的是將其
Page 64 and 65: 心學好英文。在對教育的
Page 66 and 67: engaging them in decision making pr
Page 68 and 69: The recurrent expenditure for aided
Page 70 and 71: Education (Amendment) Bill 2002 The
Page 72 and 73: 2005 it filed a petition to the Hig
Page 74 and 75: some of the School Managers over th
Page 76 and 77: good collaboration and high quality
Page 78 and 79: school management and enhance the q
Page 80 and 81: According to Cummings (1999), a ref
Page 82 and 83: found what they were really missing
Page 84 and 85: structured questions. It is not sur
Page 87 and 88: The Researcher as Insider and Outsi
Page 89 and 90: that the author should be highly se
Page 91 and 92: 從西方到東方再到巴黎 ─
Page 93 and 94: 前往巴黎之路葉:你是怎麼
Page 95 and 96:
書館還是被選中了成為其
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