What does it mean to purposefully and intentionally 'tackle' racism? And how will we hold ourselves accountable to each other and for the young people we serve in international education? We asked speakers from our upcoming Tackling Racism Workshop Series to identify some of the common missteps that educational leaders and educators make in their goal to address and tackle racism.
Anyone anywhere can open a school and call it international. Some schools are financed by companies, others by individuals, and some by groups of parents, but there is no apparent guarantee of quality in any of these schools. Or is there?
Nunana's personal story provides us with a powerful starting point for what we can and will do at CIS for ourselves, the communities we serve, and the world at large. The Black Lives Matter movement is a significant catalyst for change and one that we will highlight. We can do better at CIS.
In the midst of a global pandemic, we’re learning and adapting to a whole new set of circumstances and a wide set of factors at play—cultural, personal, professional, and otherwise. We can begin to recognize the powerful role culture plays in our responses during times of stress and uncertainty.
As some of us pack away the fairy lights, baubles, and tinsel from the festive season, we also try to find time to pause and reflect. We reflect on what we do, what we have achieved, and where we are going. Occasionally we may go one step further and reflect on why we do what we do?
Global citizenship is an often-used term and means different things to different people. Setting the tone for 2020, our Symposia on Intercultural Learning will provide a stage for a diverse group of international educators to present their latest research and techniques from their own cultural perspectives and contexts across the globe.
|Global citizenship competencies prepare students by helping them examine issues, understand perspectives, and take constructive action. Read more.|
An experimental and ambitious initiative was launched in 2008 to reform secondary education across Kazakhstan. Just over a decade later, a network of 21 “beacon” schools are setting standards for education, both across and beyond the country.
Schools providing Chinese students with an international education typically have a staff that includes both Chinese and foreign teachers and school leaders. The development of the skills that students need to be successful learners in an environment beyond China, assumes that the teachers have the understandings and skills to foster intercultural learning and competencies.
When 50% of your school’s staff are from a local eastern culture and 50% are from a western culture, how do you navigate the many associated cultural behaviours and inevitable misunderstandings to nurture a mutually respectful, collaborative, effective and happy working environment for all?
As I boarded a plane to Jordan last month, I felt excited to be returning … for many reasons. I last visited the country in 2015 together with the CIS Board of Trustees during the height of the Syrian refugee crisis. We had purposefully scheduled our meeting there to learn more about the region and the impact of the crisis on education.
Our CIS team works with over 600 member universities in 34 countries, all of whom are eager to enroll students with a global perspective. Through our work, we help to facilitate an important link between students at our CIS member schools and the universities who are interested in enrolling them.
Service learning has been shown to increase student awareness of local and global issues facing society and the environment.
International schools by mission, serve diverse communities, and in turn, strive to prepare students for their place in a diverse world. How are our school leaders modelling perspectives to address this diversity?
As an international educator, you have likely experienced firsthand the profound impact that students’ cultural identity has on learning.
Where do you start if you want to foster the development of global citizenship in your school? For some schools, the answer might begin at the ‘top’. Modelling intercultural leadership is a great way to nurture an environment that thrives on intercultural learning and global citizenship.
This year, CIS continues its groundbreaking research into the relationship between culture and student learning and communication preferences.
The Council of International Schools has at its core, global citizenship. A vital aspect of global citizenship is taking action to benefit humanity in order to create social sustainability.
The CIS Symposium on Intercultural Learning provided the forum for interested educators like myself to reflect on the importance of intercultural competencies within the field of international education.
Setting the Scene… “I experience learning as coercive.” When one of our student ambassadors made this statement at a leadership conference about the future of learning, it gave us good reason to pause.