Where are you and your school community on your journey to inclusion via diversity, equity & anti-racism (I-DEA)? Identifying where to start and how to take action can be challenging. Let’s get you started with three big ideas that emerged in our recent discussions.
News
The purpose of the project is to explore the concept of pedagogy in an international school context, understanding how schools define and make pedagogical decisions, plan, and evaluate pedagogical implementation.
We are sharing this briefing to outline our reflections and thinking as we address the painful reality of racism and discrimination in international education, individually and structurally.
Could I be a leader? Am I a leader? Should I even want to be a leader? Surely there are more suitable people out there. I wanted more representation. I wanted my classroom and biological children to see more people of color in the international school sector, but I had always hoped that someone else would do that work.
CIS has talked a lot over the past few years about the well-being and support for students transitioning between schools and from secondary school to higher education. Now, let’s talk about the transitions of educators between teams, departments, schools and beyond. I’ve outlined some ways school leaders can support them.
The breaks we take during the summer, winter and mid-semester are vital for reinvigorating our own and our colleagues’ spirit and passion for teaching when school resumes. Middle level leaders can help teams leave for the holidays with some peace of mind.
Part three of a blog series to unpack well-being in international education welcomes student voice and perspective as a mini-case study to shine a light on what’s truly important when it comes to their well-being.
Diversity, equity, and inclusion initiatives are finally getting the attention they deserve. Knowing where to start can be quite daunting. Reid Pierce from Mahindra United World College of India (MUWCI) outlined tips, tools and approaches for you to try out.
How do you approach a data-led, data-fed approach to well-being and illuminate your pursuit of the 'well-being first' school? Matthew Savage suggests ways to measure what really matters.
For more than 15 years CIS had organized student recruitment tours and educational travel experiences to connect CIS university members with students at CIS member schools around the world, led by member volunteers and managed by Wren International.
Nicholas Alchin reflects on the role of adult-organized events for students to respond to conflict and whether there's a risk that 'students attend these because everyone is attending [...] without due attention to understanding events or learning about complexity.' He outlines what a school's response could look like.
The thought of running off-site visits for students during the pandemic is challenging at best. But the great benefits of running educational visits for students’ well-being and learning development make it even more important for schools to have a programme of outdoor learning in place during this period.
Young children’s voices matter. By extension, the voice of those who work closely with young learners matters too. Their pedagogical insights are rich in considerations for what constitutes the foundation for lifelong learning. Hear these voices from the field.
Here's a guide for international school educators working in schools in Ukraine, Russia and other impacted communities. It's designed to help educators navigate through the coming weeks and beyond.
We're eager to share new CIS research and continua of thinking and practice to advance the understanding and application of global citizenship and intercultural learning. Learn more and find opportunities to explore further.