Fostering and Maintaining

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• Fostering and Maintaining
• International-Mindedness in a
• Mono-cultural School

Helen Morschel and Andrew Vivian
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Aim

• For participants to develop strategies to foster
  and maintain international-mindedness in their
  schools.

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• The people chosen for the introductory activity
  have origins in one country or culture, but spent
  most of their life, and became well-known, in
  a different setting.

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In your group consider

• What is
• International Mindedness?

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Use Venn diagrams to demonstrate the similarities
and differences between-

• Mono-cultural

• Multicultural

• International

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What is

• A national School
• An international school
• An international standard of education
• An international education?

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National School

• Offers the curriculum of the country that it is
  in, or represents.

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International Schools

• Usually established to provide an education for
  expatriate students living outside their home
  country.

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International Schools

• Often established to deliver a curriculum from
  another country, (eg America, Britain or
  Singapore) using teachers predominantly from this
  home country.

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International Schools

• The curriculum is often tailored to meet a
  specific audience, especially those who will
  return to the home country at some time during
  their education.

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International Schools

• Some international schools choose a varied
  curriculum, delivered by teachers from diverse
  educational and cultural backgrounds.

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An International Standard of Education

• A term used to describe a school which may, for
  example
• Teach a franchised/licensed program from
  overseas,
• Teach in English or another foreign language
  (taught by native-speaking teachers)
• Uses resources and equipment brought from overseas

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An International Education

• Includes a focus on global issues, not just those
  of one particular country or culture.
• Encourages students to understand that all
  cultures have equal validity and to practice
  tolerance and understanding, leading to a
  peaceful world.
• Adopts values both across cultures and within
  each culture.

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An International Education

• Has characteristics which should include-
• - Exposure to different cultures within the
  school
• Exposure to different cultures outside the school
• Teachers who demonstrate international-mindedness
• - A balanced, formal curriculum
• - Leadership that incorporates the values of
  internationalism

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An International education is

• NOT teaching groups of students of different
  nationalities
• NOT studying the history, geography and
• customs of other countries
• NOT arranging for foreign exchanges
• NOT having a strong foreign languages
• department.

though each of these might help - Prof.
George Walker, former Director General, IBO
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In groups consider -

• What will international mindedness look like in
  my classroom/school and in my students?

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IBO Mission Statement

• The International Baccalaureate Organization aims
  to develop inquiring, knowledgeable and caring
  young people who help to create a better and more
  peaceful world through intercultural
  understanding and respect.
• To this end the IBO works with schools,
  governments and international organizations to
  develop challenging programmes of international
  education and rigorous assessment.
• These programmes encourage students across the
  world to become active, compassionate and
  lifelong learners who understand that other
  people, with their differences, can also be
  right.

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IB Learner Profile

• Thinker Risk-taker
• Inquirer Communicator
• Reflective Open-minded
• Balanced Caring
• Knowledgeable Principled

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Student Attitudes

• Appreciation Commitment
• Co-operation Tolerance
• Empathy Creativity
• Confidence Curiosity
• Enthusiasm Independence
• Co-operation Integrity
• Creativity Respect

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• Support Readings
• What does it Mean to Educate the Whole Child?
  Nel Noddings, Educational Leadership vol 63 No
  1
• Framework for a Curriculum that is
  International Kathy Short IB World, November
  2003
• Becoming International - Niki Singh,
  Educational Leadership, October 2002
• International Education in Practice - Mary
  Hayden, Jeff Thompson, George Walker Routledge
  UK, ISBN0749438355
• Beyond Food, Festivals and Flags Martin Skelton
  et al. Educational Leadership 2002
• Why a Global Curriculum Makes Sense Irene
  Davy, Dialogue for Canadas Independent Schools
  Spring 2006 (online)
• IBO website and follow the links to IB Research
  Unit University of Bath
• Journal of Research in in International Education.

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Thank you for your participation