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International mindedness

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A presentation done by Andrew Vivian and Helen Morschel at the IBAP Regional conference in Hanoi, 2006

A presentation done by Andrew Vivian and Helen Morschel at the IBAP Regional conference in Hanoi, 2006

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    International mindedness International mindedness Presentation Transcript

    • Fostering and Maintaining International-Mindedness in a Mono-cultural School Helen Morschel and Andrew Vivian
    • Aim
      • For participants to develop strategies to foster and maintain international-mindedness in their schools.
      • 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.
    • In your group consider –
      • What is International Mindedness?
      • Are these people internationally minded?
      • What were your criteria for making these judgments?
    • What is the difference between:
      • Mono-cultural
      • Multicultural
      • International?
    • What is the difference between-
      • A national School
      • An international school
      • An international standard of education
      • An international education?
    • National School
      • Offers the curriculum of the country that it is in, or represents.
    • International Schools
      • Usually established to provide an education for expatriate students living outside their home country.
    • International Schools
      • Often established to deliver a curriculum from another country, (eg: America, Britain or Singapore) using teachers predominantly from this home country.
    • 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.
    • International Schools
      • Some international schools choose a varied curriculum, delivered by teachers from diverse educational and cultural backgrounds.
    • 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
    • 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.
    • 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
      • 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.
      An International education is: … though each of these might help - Prof. George Walker, former Director General, IBO
    • In groups consider -
      • What will international mindedness look like in my classroom/school and in my students?
      • How do we build curriculum around the principles of internationalism as expressed in the IBO mission statement?
    • 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.
    • Characteristic Evidence of Success Action Responsibility Curriculum Student Attitudes and Values Leadership School Community
      • 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, ISBN:0749438355
      • “ Why a Global Curriculum Makes Sense” – Irene Davy, Dialogue for Canada’s Independent Schools – Spring 2006 (online)
    • Thank you for your participation