The Frankfurt International School community is learning to be comfortable with discomfort, adding drops of colour, how to make progress with transparency, research, global awareness, and social responsibility. Hear their story from Loretta Fernando-Smith and Christopher Wilcox.
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Environmental sustainability is a complex topic and an element of our Global Citizenship Model that emerged from CIS research in 2022. We turned to our member schools and universities to learn from their innovative sustainability practices; where to start, how to overcome challenges, and expand our learning.
In the second of this two-part series, we learn more from the Amala Education community for refugees and displaced youth. This time, we focus on how they embed global citizenship, what 21st-century skills look like, and their approaches to recruitment and enrolment.
Amala Education delivers educational programmes to their refugee communities and fulfils its Arabic name by delivering hope for the future for many who, just a few years before, had very few opportunities. Learn about their inspirational work.
CIS Supporting Members are long-standing educational organizations, twenty-seven in total, whose strategic objectives support and complement our own. Here’s the story of AIELOC: The Association of International Educators and Leaders of Color, who celebrate their 5th Anniversary.
As a new year dawns, here's a round-up of our most popular blogs in 2022, in case you missed them.
We're seeing increasing reports of eco-emotions such as eco-anxiety. Helping children to make sense of what is happening in the world is vital. Climate psychologists outline six tips for how to talk with young people about it.
As a membership organization offering school accreditation internationally, we have a significant role to play as we guide and support schools to foster inclusion across diverse communities.
Climate psychologist Dr Patrick Kennedy-Williams believes in the unstoppable power of the human spirit. He strongly believes in an international parity of voices in the climate emergency and in 'passing the mic' to those in more affected areas worldwide, from whom we have much to learn.
Immanuel Kant describes a good person as one who is committed to taking moral considerations and making reasonable conclusions before acting. But what does it mean to be a good person? And what does it mean to do good?
We underestimate the effect that bad news, particularly about climate change, has on the minds of young people. Many young people feel that their futures and those of the planet are doomed. Hear more from Dr Laurence Peters.
A student-led initiative at the International School of Basel faced resistance and overcame scepticism to establish an impactful committee dedicated to tackling discrimination.
'In the context of the brutal invasion and war on Ukraine, it is difficult, but essential, to consider the present and future of higher education and scientific relations between Russia and the rest of the world.' Philip G Altbach, Hans de Wit and Jamil Salmi look at the longerterm perspective.
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.
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.
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.
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.
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.
Should we do everything we can to avoid war? Of course, we should. Not everyone agrees. Read Chris Durbin's personal reflections and how vital our role-modelling is for the well-being of all students. 'What appears to be distant war comes right into your classroom and into the corridors.'
We previously asked 'What is well-being in education?' and looked at the associated challenges for schools as they align with CIS International Accreditation standards. Now, we reflect on what is driving change and consider how to react.