CIS SYMPOSIUM ON INTERCULTURAL LEARNING | HONG KONG

Dates: 8 & 9 March 2018
Location: ESF Training Centre, Hong Kong

PROGRAMME

STRAND A | Whole school global citizenship: Designing and implementing effective strategy

Chris Green | Strand Leader

Chris Green joined CIS as a School Support & Evaluation Officer in 2013. In this role, she supports and visits schools, primarily in the East Asia region, which are applying for CIS membership and participating in the CIS accreditation process.

Chris began her career in education as an economics teacher in Australian secondary schools. She ventured overseas more than 20 years ago, and has taught in schools in Kuwait, the Sudan, Cambodia and China. Chris has been a teacher of economics, English, social studies and ESL. She has also served as a school administrator, an Assistant Principal in the Elementary School and most recently as the Interim Elementary School Principal, most recently at the International School of Beijing.

Developing better global citizens better

Presenter: Boyd Roberts, Director
School/Institution: International Global Citizen's Award

All of our work in promoting international mindedness, intercultural competence, global citizenship or whatever else we may wish to call it should be directed towards and culminate in students who are becoming better global citizens. What are the characteristics of good global citizens, and what should be the key principles underpinning our work with students in the area of global citizenship? How do we recognise when students are becoming better global citizens? This session will draw on some of the theoretical underpinning of work in global citizenship education, as well as highlighting some of the principles and best practice in the field. It will also highlight some of the particular and specific challenges for international schools of developing a more global focus and working to develop better global citizens (including the International schools citizenship donut - with no national citizenship centre, and the Flying us global fallacy). It will be illustrated by reference to the International Global Citizen’s Award, which, for more than ten years, has been helping schools to promote and recognise the development of individual students as global citizens. Process will be as important as coverage, and the opportunity will be seized to let professionals learn from one another, even if we don’t cover everything prepared.

Global citizenship: From theory to practice, designing and implementing programmes of study

Presenters: Glenn Hardy, Head of Primary & Simon Mann, Head of School
School/Institution: British School Manila

BSM’s Primary School journey in implementing a global citizenship programme from EYFS to year 6. We aim to develop students as global citizens who are equipped with skills, understanding and values to be able and willing to contribute positively to their world (BSM Vision and Mission). Our long-term transfer goal is to instill in our students the desire to make their world more sustainable, peaceful and fair. We have developed units of study for all year groups that are designed to: Deepen understanding of key concepts relating to Global Citizenship and/or intercultural learning and provide a lens through which to view the world; Explore and act on significant issues faced in our world today; Build empathy and understanding of others through deep engagement in significant issues; Integrate and utilise Service Learning as a key learning tool.

The delivery of these key concepts and values is through the model of: Think (deepening understanding about key issues), Feel (engaging in the subject matter though developing emotional engagement) and Act (acting to rectify or respond to the learning that has taken place) as student drivers. These units are predominately focused though a Project Based Learning approach and also frequently include Exhibitions (Ron Berger) where students present both their learning and the product of their work to their families and/or groups of experts. These approaches have increased both student engagement and quality of work. Each year group from Y1-Y6 has designed, implemented and refined two units of work focused on Global Citizenship. The feedback about these Global Citizenship units from our teachers, students and parents has been overwhelmingly positive. We are now two years into the process of designing a progressive Global Citizenship curriculum framework for the whole school. It would be our intention to share our driving philosophy, our journey so far and resources, underpinning this with concrete examples of what we have found works.

The CIS International Certification process - From beginning to ...

Presenters:  Meeka White, Director of Learning & Bryan Wiedeman, Director of Technology and eLearning
School/Institution: American International School of Riyadh

Please join the educational leadership team of the American International School - Riyadh (AIS-R) to learn how this organization successfully completed the CIS International Certification process. This session will share AIS-R’s journey of CIS International Certification to include creation, development, and implementation of the six projects that not only confirmed the school’s commitment to international/intercultural learning and the development of global citizens, but also propelled the school forward with common purpose and collective action. The following highlights and take-aways will be discussed and reflected-upon: Strategic structure to projects Contextualized approach; Community involvement (Parents, teachers, and students); Branding, documentation, language & signage; K-12 understanding of global citizenship and international mindedness.

Participants will have the opportunity to: Consider how the CIS International Certification process can be implemented at their school and discuss ways forward to acquire CIS International Certification by asking: What skills and capacity are currently present in our leadership team and how can this help us develop our plan? What resources are available to our school now to implement a plan such as this or a similar plan? What are a few practical and realistic strategies that can be implemented to ensure a successful experience for all?

Developing intercultural skills: Autobiographical approaches with children and adults

Presenter: Dina Mehmedbegovic, Lecturer
School/Institution: UCL IOE London

In this workshop follow-up session to Dina’s keynote presentation, this session explores autobiographical approaches suitable for use in different subject areas with a range of age groups aimed at developing a range of skills crucial for intercultural awareness and communication. Dina will present a multimedia model, which encourages all participants of the learning community: children and adults, to explore, research and share their backgrounds. This model aims to create conditions for ‘Maximum Identity Investment’ types of learning to take place (after Cummins, 2001). In this process of sharing their own narratives with peers and teachers children experience diversity in a very personal way. As summarised by Wang and Yu (2006) autobiographical work provides the following benefits: “captures complexities of an individual life; b) exposes multiple layers of human experiences; c) shows identity in making, rather than as a static picture of the self; and d) provides intellectual and emotional  challenges  for critical self and social reflections.”

The theoretical underpinning is the ABC (Autobiography, Biography, Cultural analysis) model originally developed by Schmidt (1998) and further adapted by Finkbeiner and Koplin (2001) to ABCD, adding the aspect of developing the dialogue following the cross cultural analysis. This addition facilitates  moving from working on autobiographies to the exploration of the other through biographical writing based on interviews with participants in the class, which is followed by an analysis of similarities and differences between the self and the other. Identified differences and similarities are then used to analyse held attitudes. Finkbeiner and Koplin (2001) advocate exposure to personal narratives of peers from other cultures as a preparation for life-long intercultural learning.

This initiative enables educators to focus specifically on intercultural experiences and scaffold the process of attitude development by targeting reflection and analysis process on all four components of attitude formation: knowledge, belief, behaviour and action. A toolkit demonstrates ways of structured and targeted use of autobiographical writing in order to achieve goals of education relevant to global and local citizenship.

No planet no people...no people, no planet?

Presenter: Stephen Chatelier, Deputy Head of Boarding
School/Institution: Utahloy International School Zengcheng

This session seeks to address the reverse provocation of “no planet, no people”. While the planet would obviously exist without humans, its existence for us humans is rendered irrelevant should we not exist. Both provocations ask us to consider the nature of the relationship between humans and the planet. In today’s world, the questions of humanity, of the environment and of global citizenship are more important than ever. The problems facing our planet mean that we must revisit the human-centric basis of global citizenship discourse. But, I will argue, this need not result in a rejection of humanistic resources for education. Drawing on the international dimension of CIS schooling, recent scholarship on posthumanism and the anthropocene, postcolonial theories and the recent call from UNESCO to consider a new humanism, this session will include opportunities for participants to help reconsider ways in which schools might think about, and develop, their policies and programs related to international mindedness and global citizenship.


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