In international schools, our classrooms are vibrant tapestries of cultures, languages, and experiences. Many of our students have moved across borders, sometimes multiple times, in pursuit of their education. While we focus on academic excellence and perhaps fostering global citizenship, there’s a deeper social dynamic at play that shapes our students’ lives and learning. This is where the work of sociologist Stephen Castles offers invaluable insights.
Castles (1944-2022) was a leading scholar of international migration. While much of his research focused on large-scale labor migration and refugees, his foundational theories on how migration impacts societies and individuals are profoundly relevant to understanding the experiences of the globally mobile students in our international school communities.
Seeing Migration as Social Transformation
Castles viewed migration not just as individuals moving from one place to another, but as a fundamental process of social transformation. For our students, moving for education is a significant personal transformation. They are entering new social fields – the host country, the international school environment – which operate with different norms, expectations, and power dynamics. Understanding this helps us see that the challenges they face aren’t just about adjusting to a new school system, but about navigating a significant life change that alters their social world.
Identity in Motion: Beyond Simple Categories
One of Castles’ key contributions is his analysis of identity formation among migrants. He moved beyond older ideas of simple assimilation, where migrants were expected to shed their original identity and adopt that of the host country. Instead, Castles’ work emphasizes that identities are fluid, multiple, and negotiated.
For students in international schools, this means their identities are often:

• Layered: They carry with them their national, ethnic, and family identities, which interact with their new experiences in the international school and host country.
• Hybrid: They may develop identities that blend elements from different cultures, creating something new and unique.
• Context-dependent: They might emphasize different aspects of their identity in different settings (e.g., at home with family, with friends from their home country, with international friends at school).
  Understanding this helps us appreciate the complexity of their inner worlds and avoid putting students into rigid boxes based on their nationality. Their sense of self is a work in progress, constantly being shaped by their cross-cultural experiences.
  The Reality of Transnational Lives
  Castles also highlighted the growing importance of transnationalism, where migrants maintain strong and active connections with their home countries despite living abroad. This is incredibly true for many international school students. Thanks to technology, they remain connected to family, friends, cultural events, and even educational systems back home.
  For educators, recognizing this transnational reality means understanding that:
• Students’ frame of reference extends beyond the host country and the school campus.
• Events and social dynamics in their home countries can directly impact their emotional well-being and perspectives.
• Their future trajectories may involve returning to their home country or moving to yet another part of the world.
  Acknowledging and valuing these transnational connections can help students feel more understood and supported.
  Language, Belonging, and Power
  While Castles didn’t focus specifically on language pedagogy, his work underscores the critical role of language in migration, identity, and social inclusion. For students learning in a second, third, or even fourth language, their linguistic journey is deeply intertwined with their sense of belonging and their ability to navigate the social landscape. Proficiency (or lack thereof) can influence their confidence, their social circles, and how they are perceived by peers and adults. Teachers should be mindful of the power dynamics inherent in language use and create an environment where linguistic diversity is valued and students feel safe to communicate regardless of their proficiency level.
  Implications for Our Practice
  How can we use these insights from Stephen Castles in our daily work?
• Cultivate Empathy: Recognize that migration, even for privileged students, involves significant adjustment and identity work. Be patient and understanding of the unique challenges they face.
• Embrace Complexity: Move beyond stereotypes and get to know students as individuals with multifaceted identities shaped by their unique journeys.
• Acknowledge Transnationalism: Understand and respect students’ connections to their home countries. Sometimes, allowing space for these connections in the classroom (e.g., sharing cultural perspectives, discussing global events) can be beneficial.
• Be Mindful of Language and Power: Be sensitive to the linguistic challenges students face. Create an inclusive linguistic environment where all voices are valued, and support students in developing the language skills they need to thrive academically and socially.
• Foster a Sense of Belonging: Help students find their place within the school community by valuing their diverse backgrounds and experiences. A strong sense of belonging can significantly impact their academic success and overall well-being.
  Stephen Castles’ work offers a vital sociological perspective that enriches our understanding of the complex lives of the mobile students we teach. By looking beyond the surface, we can create more supportive, inclusive, and empowering learning environments that truly cater to the unique needs of our international school communities.
  Learn More About Migration and Identity:
• The Age of Migration: International Population Movements in the Modern World by Stephen Castles and Mark J. Miller (A foundational text in migration studies).
• Migration, Citizenship and Identity: Selected Essays by Stephen Castles (A collection of his key writings).
• International Migration Institute (IMI) at the University of Oxford: (Explore their research and publications on migration) https://www.law.ox.ac.uk/research-subject-groups/centre-criminology/centreborder-criminologies/about-us/imi
• Research on Identity in diverse educational settings: (Look for academic articles or books on identity negotiation, transnationalism, and language in multicultural or international school contexts).