What does it look like to purposefully and intentionally 'tackle' racism in schools and universities? How will we hold ourselves accountable to each other and the young people we are educating? Conrad Hughes describes ways educational institutions can ‘decolonise the curriculum’.
Depending on the identities we hold, the inherent powers and privileges we have, or the ingrained oppressions we endure—the conversations and work on diversity, equity, inclusion, and justice require an unquantifiable amount of courage. Read more from Joel Llaban.
Six months ago, educators from different parts of the world signed and made their voices heard through a petition. They strongly recommended all accreditation agencies and organizations that accredit and evaluate international school quality worldwide to ensure the explicit inclusion of anti-racism and anti-discrimination principles against all forms discrimination in their accreditation standards.
To do the groundwork for tackling racism, it's important to meet each person where they are in their own journey of understanding. As one of the facilitators of our Tackling Racism Workshops, Chris Green explains how these learning opportunities help us first understand self, then understand others, and finally understand our systems and structures.
CIS International Accreditation standards are continually reviewed to ensure their relevance to our school community’s needs. In recent years, we worked to embed new protocol requirements on inclusion, diversity, and equity and have now strengthened them further around anti-racism. Learn more from Chris Durbin, Direction of International Accreditation at CIS.
Tackling racism is hard. We have to give it all we have.
Jane Larsson reflects on what we learned in 2020. She also outlines steps that school communities can take and the self-assessment questions that we’re using at CIS.
In a year of deep learning, Jane Larsson tells us that nowhere has her own been more significant than in our work at CIS to examine systemic racism. She learned about trust, or to be clear, "I learned I am not trusted and why." In Jane's latest blog, she focuses on how we first need to earn trust before we can instill it.
"I remember reading the CIS website’s promise of ’Shaping the Future of International Education’ and I thought 'Wow, that sounds exciting; I would love to contribute to that, but what would that look like in practice?'" A year later, Nico Evers is our Director of Higher Education Services and reports on his first CIS Summit of University and School Leaders and how we're doing on that promise.
Reflections from two foundational learning and listening exercises as we explore our implicit biases and consider “What if we centred equity in accreditation?”
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.