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“TCK builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture are assimilated into the TCK’s life experience, the sense of belonging is in relationship to others of similar background.”
David C. Pollock, Third Culture Kids: Growing Up Among Worlds
tags: tck
“When we think of the word culture, obvious representations such as how to dress, eat, speak, and act like those around us come to mind. But learning culture is more than learning conformity to external patterns of behavior. Culture is also a system of shared concepts, beliefs, and values. It is the framework from which we interpret and make sense of life and the world around us.”
David C. Pollock, Third Culture Kids: Growing Up Among Worlds
“Anthropologist Gary Weaver suggested looking at culture as a kind of iceberg: one portion is clearly visible above the surface of the water, while the much larger chunk of ice is hidden below. The part above the water can be considered surface culture––what we can physically see or hear, including behavior, words, customs, language, and traditions. Underneath the water, invisible to all, is the deep culture. This place includes our beliefs, values, assumptions, worldview, and thought processes.”
David C. Pollock, Third Culture Kids: Growing Up Among Worlds
“Growing up among cultural differences is already, or soon will be, the rule rather than the exception—even for those who never physically leave their home country.”
David C. Pollock, Third Culture Kids: The Experience of Growing Up Among Worlds: The original, classic book on TCKs
“All children, including TCKs, face a myriad of developmental tasks as they grow from helpless infants into healthy adults. Among them is the need to develop a strong sense of personal identity as well as group identity, answering the questions Who am I? and Where do I belong? Traditionally, the family and community mirror back the answers and the child sees his or her image reflected in them.”
David C. Pollock
“Caregivers, like all of us, inevitably reflect their culture's attitude toward children and life. The story goes that when Pearl Buck was a child in China, someone asked how she compared her mother to her Chinese amah. Buck replied, "If I want to have a story read, I go to my mother. But if I fall down and need to be comforted, I go to my amah." Her mother's culture valued teaching and learning, while her amah's placed a greater value on nurture. Even as a child, Buck instinctively knew the difference.”
David C. Pollock

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