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Journeying Towards Belonging: The Voices of Young International School Students

Journeying Towards Belonging: The Voices of Young International School Students

Loretta Fern Fernando-Smith
Copyright: © 2024 |Pages: 29
ISBN13: 9781668487952|ISBN10: 1668487950|EISBN13: 9781668487969
DOI: 10.4018/978-1-6684-8795-2.ch019
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MLA

Fernando-Smith, Loretta Fern. "Journeying Towards Belonging: The Voices of Young International School Students." Handbook of Research on Critical Issues and Global Trends in International Education, edited by Megel R. Barker, et al., IGI Global, 2024, pp. 470-498. https://doi.org/10.4018/978-1-6684-8795-2.ch019

APA

Fernando-Smith, L. F. (2024). Journeying Towards Belonging: The Voices of Young International School Students. In M. Barker, R. Hansen, & L. Hammer (Eds.), Handbook of Research on Critical Issues and Global Trends in International Education (pp. 470-498). IGI Global. https://doi.org/10.4018/978-1-6684-8795-2.ch019

Chicago

Fernando-Smith, Loretta Fern. "Journeying Towards Belonging: The Voices of Young International School Students." In Handbook of Research on Critical Issues and Global Trends in International Education, edited by Megel R. Barker, Robyn Conrad Hansen, and Liam Hammer, 470-498. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/978-1-6684-8795-2.ch019

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Abstract

This chapter builds an understanding of belonging and examines it in the context of international schools in an increasingly global world. It focuses on the early years and explores a case study at a well-established international school with eighteen 4- to 6-year-old children. Together with the children, the researcher co-constructs understandings around young children's ontological perceptions of belonging. The research explores children's views of what enables and what hinders belonging in ethnically, culturally, and linguistically diverse international educational spaces and culturally responsive and developmentally appropriate means through which these perceptions can be accessed. The chapter then discusses the implications and recommendations resulting from the case study. It offers methodological practices for research with young children in international spaces, possibilities for further research, as well as theoretical, pedagogical, and structural considerations for international educators and school leaders striving to create inclusive spaces.

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