Calendar of events

Advancing Global Citizenship & Intercultural Learning in your School-Defining and implementing

21 September 2021
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Advancing Global Citizenship & Intercultural Learning in your School-Assessing the impact

22 September 2021
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University Exploration Day | For students in Eurasia

23 September 2021
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Syracuse University, Syracuse, United States

Syracuse University
Syracuse, United States

King's Academy Jordan

King's Academy
Jordan

Lynn University

Lynn  University
Florida, United States

CIS Global Forum 2019

CIS Global Forum on International Admission & Guidance

#CISForumBound

#CISForumBound

CIS is a membership community...

...working collaboratively to shape international education through professional services to schools, higher education institutions, and individuals. Global citizenship is the centre of everything we do at CIS to support our members.

Learn more about CIS

Tackling Racism Workshops

focus on implicit biases, intercultural competencies, and structures and systems

Global Recognition

of CIS International Accreditation

Mental Health & Well–being Workshop

2–4 November 2021

News

 

Practitioners who have taught open-ended models of curricular frameworks will appreciate the liberating freedom and flexibility to not only curate but also experiment with content and concepts when developing a unit of study. However, with such freedom also comes great responsibility. It requires ongoing curriculum conversations and negotiations in terms of what is to be taught (the content), when it is to be taught (the pacing), and how it is to be taught (the methodology). The most important question in this process is, however, who gets to make these decisions? The term ‘decolonising the curriculum’ acknowledges that no one owns knowledge and that it is socially constructed.

What does global citizenship mean to your students and school community? How do you define, articulate, and implement global citizenship development and intercultural learning? Many schools that we support along their school improvement journeys continue to grapple with how to envision this work. And our conversations usually lead to one challenging question: how do we assess the impact and know whether students have indeed developed the traits of a global citizen?

I have taught critical race theory for the past ten years in three different overseas American schools, and that experience has solidified my unequivocal belief that teaching diversity, equity, and inclusion (DEI) are fundamental to an effective liberal arts education, still very relevant in preparing our youth for the world they will inherit.