Fostering Global Citizenship in our Schoolhouses


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Keynote address delivered for the Canadian Association of Independent Schools' Junior Heads Conference. April, 2013, Ottawa, Ontario.

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  • ONE HOUR< but best to make 45 minsFostering Global Citizenship in Our SchoolhousesAs the 21st Century presents an increasingly complex and interconnected world, human progress demands increasingly nuanced global knowledge and skills, particularly of our young leaders and innovators.  New approaches to education such as global project-based learning allow teachers to foster students’ intercultural skills through collaborative projects in which students resolve global problems and communicate across cultural and geographic boundaries. With the support of e-technologies which bring the world into the classroom, global project-based learning allows global themes and perspectives to be integrated authentically and meaningfully across all grade levels and disciplines.These changes in education pose both challenges and opportunities, raising many important questions for administrators.  What does global competency look like, and how do we measure student growth?  How do we navigate the differences of time zone, school calendar, and language use in order to connect our classrooms to the world?  How do we find global partners, and how do we develop local relationships which support global learning?  What kinds of technologies and skills will our teachers need to be successful?  And, most important of all, how do we create a culture of inquiry and authentic global engagement in our buildings?  This keynote will explore the role of administrators in defining global citizenship, supporting the development needs of teachers, and creating a culture of flexibility and engagement.
  • From the creators of SNAFU… if nothing else, the US Military sure gets it right when it comes to acronyms
  • mins—SHOW MOVIE
  • This comes from the CEA study on Canadian student engagement. June, 2011
  • To Say:Point out that this information comes from a 2012 World Savvy study of young people in North America, ages 18-24.
  • All groups emphasized that they want more opportunities and choices for learning languages and discovering the cultures in which these languages are used.They highlighted the disparities among their schools, that some offer instruction in as many as five languages, while others offer just one (Spanish). They see technology—online classes and connections—as a means to expand their access, particularly in smaller districts.They recognize that language and culture are intertwined, and made clear their desire to learn about both. They say that languages and cultures should be showcased beyond the classrooms—for instance, through language clubs and cultural events. They also called for more interaction between language students and native speakers.Language instruction, they emphasized, should begin much earlier—in elementary schools.One group noted: “If we start training for sports at a young age, why not languages? Can you imagine if a high school quarterback had to start freshman year? It doesn’t make sense.”Language classes shouldn’t be the only courses that present international perspectives, they added. They want global perspectives infused into other classes, from social studies, history and sciences to literature, art and music. And they want that to carry over into extra-curricular activities—for instance, through clubs that spotlight cultures, global connections, and, of course, languages.
  • These young summiteers value opportunities to engage on a personal level with people from different countries and cultures.Many come from schools that host international exchange students, often through AFS, Rotary and other programs.  They talked about ways to ensure that international students are integrated into the school community and can share their cultures with their host schools.The summit participants want more (and affordable) options for American students to go abroad – especially short-term experiences, because many students don’t want to feel left out or left behind by being gone for a full year. Increasing scholarship support also would add to the appeal of becoming an exchange student.The students cited a need within their schools to raise awareness about exchange programs, for both hosting and sending. For example, they said students who return from exchanges could share their experiences through articles in their school newspapers, photo displays in prominent locations, and talks to classes.In addition to individual exchanges, the students encouraged more teacher-led group travel, from field trips to cultural events and attractions in the region to excursions abroad.
  • They also recommended using more non-travel means to connect, taking advantage of such online tools as Skype and e-Pals.“It’s so expensive to travel; technology is more convenient and efficient,” one group noted.In addition, they see the potential for developing more international relationships through sister cities and partner schools. Closer to home, they says that more community residents and others who come from or have experiences in other countries should be invited into their schools to speak and engage with students.International awareness and cultural diversity, both within their schools and in their communities, could be promoted by hosting a variety of special events. In addition to speakers, their ideas include holiday celebrations, dances, dinners, foreign films and international festivals that range from one-day event to a week-long festival.
  • In general, the students recognized the importance of fostering open minds, and promoting awareness and acceptance of different cultures, including those within our own communities.One group noted: “Intolerance and ignorance of other cultures must be minimized. Get rid of patriotic egotism.”The students acknowledged that they have role in spreading the enthusiasm about studying languages and becoming more internationally engaged.Their ideas include sharing this message with their peers, especially younger ones; devoting at least some of their service work to supporting international causes, such as UNICEF or Rotary projects; and generating interest in other languages and cultures by volunteering to read stories in other languages at the local public library.This engaged group of students made it clear that ideas for internationalizing schools and communities are plentiful. In fact, many schools and communities across Wisconsin have been putting at least some of these into practice. Still, the summiteers indicated that they want more.The summit participants – students, teachers and others – were encouraged to carry their enthusiasm and the discussions of the day back into their schools and communities, perhaps even holding their own mini-summits. As these conversations move forward, ultimate success will depend on translating talk into organized and innovative efforts that will guide more students on the path to becoming global citizens.– by Kerry G. Hill(Kerry G. Hill, Director of Public Affairs for UW–Madison’s Division of International Studies, was one of the lead organizers of the Wisconsin Global Youth Summit. He also serves on the board of Global Wisconsin, Inc.)
  • I need to PREFACE this with some info on the basic idea of the project—FILM STARTS at Mohammad Yunis. 4 mins.
  • Talk about fostering a culture of creativity and innovation, as well as of ACTION.
  • Fostering Global Citizenship in our Schoolhouses

    1. 1. Fostering Global Citizenship in our Schoolhouses Jennifer D. Klein Professional Development Director World Leadership School @jdeborahklein Blog at
    2. 2. World Leadership School strives to empower young leaders to find new and innovative solutions to the world’s pressing problems.
    3. 3. “Educational exchange can turn nations into people, contributing as no other form of communication can to the humanizing of international relations.” --Senator
    5. 5. How can we help students to navigate complexity and thrive in a VUCA world?
    6. 6. Results from June, 2011
    7. 7. China Taiwan India Brazil Russia US Australia Spain Poland UK Germany Mexico France 34% 26% 26% 16% 15% 14% 11% 10% 10% 9% 9% 6% 2% I think the world is becoming a better place. ” “ Source: BBDO GenWorld 2006
    8. 8. Only 12% of students feel they received the instruction necessary to understand the roots of global issues. Source: World Savvy, 2012
    9. 9. wish their courses were more global 74% 83% believe diversity is an asset are curious about world events 80% Source: World Savvy, 2010
    10. 10. “What Students Want in their Schools, Communities” from the Wisconsin Global Youth Summit, put on by the University of Wisconsin-Madison’s Division of International Studies, February 2013
    11. 11. 1. Offer a diversity of world languages, with opportunities for
    12. 12. 2. Increase Direct Engagement through Travel and Exchange
    13. 13. 3. Connect with the World through Technology
    14. 14. 4. Foster Open-Mindedness, Promote Awareness and Acceptance
    15. 15. What Else Might a 21st Century Global Schoolhouse Include?
    16. 16. “Teaching students about the world is not a subject in itself, separate from other content areas, but should be an integral part of all subjects taught. We need to open global gateways and inspire students to explore beyond their national borders.” Vivien Stewart, “Becoming Citizens of the World,” Educational Leadership, April 2007
    17. 17. Opportunities for Students to Create Knowledge, Not Just Consume Information
    18. 18. A Community which Values Creative Self Expression
    19. 19. A Culture of Risk-Taking, Innovation and
    20. 20. Travel Opportunities, including Outdoor, Inter-Cultural and Service Learning Experiences
    21. 21. Use of “Glocal” Strategies: Global Issues, Local Solutions
    22. 22. Long-Term Sister-School Relationship(s) with at Least One Community in the World
    23. 23. Technological Infrastructures to Support 21st Century Learning and Global Collaboration
    24. 24. Intentional Diversity among Students, Teachers, and Administrators
    25. 25. Re-Imagined Schoolhouses
    26. 26. Collaborative, Flexible Learning Spaces
    27. 27. Opportunities for Authentic Action Teacher blog and films at
    28. 28. What Can School Leaders Provide to Foster this Culture Shift? How can we support 21st Century Global Learning in our schoolhouses? What do our teachers need from us as leaders?
    29. 29. "The first step in teaching students to innovate is making sure that educators have opportunities to be innovators themselves.” --Susie Boss from Bringing Innovation to School
    30. 30. Time for Innovation, Professional Development, and Collaborative Planning
    31. 31. International Travel and Service
    32. 32. Technological Skills, Comfort and Flexibility
    33. 33. A Sense of Play, Connectedness and Joy
    34. 34. “In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.” Eric Hoffer
    35. 35. blog at @jdeborahklein Find all RESOURCES at her