Dates: 23 & 24 March 2018
Location: Carlucci American International School of Lisbon, Portugal


STRAND A | Whole school global citizenship: Designing and implementing effective strategy

Ann Straub | Strand Leader

Ann Straub is an International Advisor and a Qualified Intercultural Development Inventory (IDI) Administrator for the Council of International Schools (CIS). In this role, she supports a variety of projects including CIS professional development projects and International Certification: Educating for Global Citizenship (IC).  Most recently Ann has conducted a workshop, Intercultural Competence and Leading Intercultural School, for the Association of International School Heads Summer Seminar in Bavaria, and published articles on Educating for Global Citizenship in the ACER Teacher Magazine as well as the InterED International Educator Publication. She provides professional development to schools world-wide who strive to develop interculturally competent global citizens.

Ann now lives Middlebury, Vermont, United States after spending the majority of her educational career as an international educator.

An intercultural toolbox for institutions

Presenter: Mike Izzard, Teacher and Consultant
School/Institution: Tokyo International School

There are three areas of importance in developing Inter-cultural awareness in an institution. Identifying, developing and embedding appropriate practice in the classroom is certainly a major area of concern. There are others as well. Just where should this effort begin? Developing intercultural competencies and practices is monitored by the testing of teachers and students with instruments such as the 'Cross cultural Adaptability Inventory', Hammers IDI and the like. These tools are 'assessments' providing indicators of performance and give guides to suggested classroom practice. This is just one way of addressing issues of performance in specific classrooms.

Institutions as a whole can use a structure that addresses building intercultural awareness as part of institutional life, providing an undercurrent of awareness throughout the schools administrative and pedagogical structure. By seeking out cultural information, building cultural profiles using appropriate research based tools, it is possible to create a ‘cultural information’ database, for incoming and existing students and teachers. This database provides readily accessible information for relevant members of the schools community and could be a primary way of broadening the knowledge, scope and appreciation of culture as a driver for improving performance in itself and not as a result of an expensive assessment tool and a more stable personal platform for students who could be 'at risk' in interpersonal relations.

The purpose of this institutional toolbox is to provide an ongoing set of procedures for providing useful relevant cultural information that is accessible to teachers and administrators on which they can build a caring and appropriately directed classroom practice for the students they teach. The major goal of the toolbox is to raise a school’s awareness of inter-cultural competencies as a part of continuous institutional practice from which attitudes, empathetic care of identities, and an awareness of the need to accommodate all humans should exist in our understandings. Not only does education in the future demand this quality as a basis for communication that it currently barely acknowledges, but it is absolutely vital to survival in a world of rapid continuous change, technological growth and a burgeoning population.

Counting pomegranates in a seed: Practical exemplars of an emerging global citizenship education framework

Presenter: Nicholas Palmer, Team Leader and PhD Candidate
School/Institution: The International School of Azerbaijan

To some global citizenship education (GCE) and its closely related counterpart international mindedness (IM), as concepts and strategies, are sweeping abstractions, to others, they offer an opportunity to start afresh with creative ways of interrelating and the benefits of deep diversity. To others, GCE and IM are considered, simply put, the future of education (Davy, 2011). The inherent nature of GCE and IM incorporate the work of schools and policymakers, indeed the teaching profession itself, and have the scope to radically shift how we conceive our place in the world. Moreover, to alter the conditions under which teachers and students respond to pressing global issues such as inequality, public health, climate change, food security and waste management. This presentation, drawing from the presenter's Ph.D. research, details a three-phase implementation of GCE in international schools inclusive of practical exemplars of activation. These three phases, articulation, implementation and evaluation are reliant on an emerging, allocentric, GCE framework. This presentation is applicable to those seeking to activate global citizenship education and international mindedness in schools.

International mindedness in education: Defining our aims

Presenter:  Karen Taylor, Director of Education
School/Institution: The International School of Geneva

The expansion of programs offering an international curriculum such as the International Baccalaureate, the International Primary Years Program, and the IGCSE, as well as the work of accrediting bodies such as CIS, has resulted in increased attention to the importance of international mindedness in international education. Moreover, within many national education systems, a move towards some form of global education has developed to meet the needs of multicultural classrooms particularly in urban areas. What has emerged from the confluence of these factors are changes in thinking about difference and diversity (cultural, linguistic and otherwise) across a continuum that has spanned from the concept of multiculturalism to interculturalism to international mindedness or a transnational notion of cultural identity. Yet despite progress, very real challenges remain for educators in terms of defining the educational objectives of international mindedness.

Many educators would argue that promoting the development of intercultural competencies is a necessity in today’s world. The dynamics of the global economy, global mobility, and the challenges posed by cultural and political conflict together ensure that this is an important element in education, be it within an international context or a national system. Despite this, the precise definition of international mindedness remains unclear. If we are to articulate what an internationally minded curriculum should look like, we must come to agreement on the definition of interrelated terms such as global citizenship and intercultural competency. Our conclusions will likely depend on our reasons for promoting international mindedness. In other words, an ideological approach may differ substantially from one that is practically or economically oriented and may have ethical implications. Until we have determined our orientation, it will be difficult to effectively evaluate and assess the impact of curricular content on student learning. Finally, the objectives will likewise affect the nature of professional development and in-service training for teachers. This seminar will seek to address these fundamental questions while identifying areas for future research and development.

Shifting borders: A case study of internationalisation of education

Presenter: Boris Prickarts, Headmaster
School/Institution: Amsterdam International Community School (AICS)

Internationalisation of education can be considered as a process of change pertaining to the mission, vision and delivery of education. Teachers working in international schools can be understood as gearing a student’s disposition towards the ability and preparedness to handle and value differences and diversity. In an effort to cope with a number of challenges from within and outside of the Netherlands, a Dutch school group in Amsterdam embarked on a process of change by adopting an international dimension to the students’ experience. Instead of these schools becoming more similar to each other, i.e. converging towards an internationalising “master-viewpoint”, the schools’ alignment under pressure showed a process of “anisomorphism”: their educations’ primary function, approach, tasks, role and objectives for society were changing into different internationalising directions. However, the pragmatic expectations and actions, particularly of the parents and the students, were creating new boundaries and rationales for the schools as bargaining zones. The “shifting borders” between the schools were becoming more connected with a growing international focus, yet had different pragmatic and ideological implications for each of them. The result was that these borders became permeable, a nominal erosion of differences between the “international” school selectively catering for children of internationally mobile families and the other schools catering for all children in the Netherlands. “International schools” became places where students were trained to engage with difference and diversity and where the students had not necessarily been crossing geographical borders. This raises the issue of the role of education in a multicultural and globalising society, as – in this case – an increase in institutional diversity within the specific Dutch national context, and an increased uncertainty about the multiple aims of education, stretched the educational as well as social boundaries which constrain the futures for which students are being prepared.

Supporting and Sustaining Global Competence in the Classroom and Across a School

Presenter: Jim Reese, Director of Professional Development Collaborative
School/Institution: Washington International Schools (United States)

Teachers themselves need to develop their own global competence if they are going to nurture it in students. In this workshop, participants will explore effective approaches to professional development for educators and pedagogical strategies teachers can use in the classroom that put global competence at the forefront of learning. 

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