Three themes for schools and universities to support international student transitions across cultures

Ten CIS schools and universities conducted sessions with their international students to understand better the pressures they face when making the transition from secondary school to university, especially in relation to moving across countries and cultures. Explore the three themes emerging from this CIS project so far.

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Advancing global citizenship and intercultural learning in your school

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?

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What I learned teaching critical race theory to American teenagers overseas

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.

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Exclusion

If diversity means including other viewpoints and perspectives, and representation from groups other than the majority, then this surely includes linguistic diversity as well. And surely there is no better route to decolonising the curricula of international schools than to set local and student languages in parity alongside the colonial language that is English.

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A model for global citizenship and intercultural learning by Leo Thompson

By joining some dots, Leo Thompson presents an ‘unpacked’ model of global citizenship and intercultural understanding (GCIU). The ambitious model pulls together diverse research to provide an overview of the broad humanitarian scope of GCIU work and how core values, attitudes, concepts, and competencies intersect.

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Sustaining courage

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.

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Anti racist, responsive leadership in international education

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.

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The groundwork for anti-racism: Deep individual and institutional reflection

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.

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Beyond 2020: Improving the values and actions of international education worldwide

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.

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2021: Instilling trust

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.

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What does ‘Shaping the Future of International Education’ look like in practice?

"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. 

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Tackling racism, what works? Common missteps to avoid plus resources to help

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.

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