Leading Internationally

In Leading Collective Capacity in Culturally Diverse Schools, Allan Walker and Geoff Riordan discuss the ways in which leaders of schools can build trust and respect between teachers of different backgrounds and cultures. In the article, collective capacity refers to a leadership team’s ability to work together for the betterment of the student body. Walker and Riordan believe that a shared set of values among staff members leads to better learning environment for students. They have structured their beliefs around 5 main issues on which leaders can reflect and improve upon.

Positioning

Positioning centers around the idea that leaders need to be self-aware of their own identity and culture before they can lead a culturally diverse team. Collective capacity is about values because what a team values is what gets accomplished first. If a team can openly communicate and work together, then they will have a higher probability of being able to carry out a shared, united agenda despite their differences. A school leadership team must put educational core values first, despite one’s own personal bias. Those cores values usually include student learning, teacher support, professionalism, etc. Positioning is about being aware of your own cultural perceptions and putting them aside for the better of the team.

I think positioning is important for leaders to consider, especially when leading a diverse team. A leader’s values should not be put ahead of the collective values shared by all. However, I think effective leaders have this innate quality, which often times allows them to get into a position of leadership in the first place.

Structuring

Structuring often refers to the way in which leaders structure school systems based on cultural biases. For example, western cultures place a lot of value of individualism and often structure schools systems accordingly. However, this is not a universal ideal and leaders should make cognizant efforts to include more collective work and team-based approaches within school settings. Collaboration is an important skill that allows for a more responsive work environment for all team members.

I think this concept would be pretty hard to implement, especially within a mixed team of eastern and western cultures.  As a westerner, I feel like working in a collective capacity is not always efficient or timely. As anyone who has ever worked on a group project before knows, often times one or two members just end up doing all the work.

Expectations

Different cultures will have different expectations for all the various roles a school should and will play. If everyone on a school staff has a different expectation of what the school should be, then it will be harder for the collective capacity to hold a singular vision for its students. Therefore, the expectations should be agreed upon by the time and explicitly stated so that there are no misunderstandings on the role of the school. Understanding the expectations of a school best be summed up by asking the following questions:

·      Who speaks for the school?

·      Who makes the decisions in the school? (And who should make the decisions?)

·      What motivates teachers to work and to collaborate with each other?

·      What forms the basis for relationships?

·      How are students best disciplined?

·      What is the meaning of responsibility?

·      Are performance management systems applied uniformly to all staff or adapted to individual circumstances?

·      How are people judged?

·      Are directives from the principal followed or circumvented?

·      What gets noticed in the school?

·      Are individual teachers or groups named and recognized in the school?

I believe having a singular vision, or mission statement is vital for a school to be successful. Imagine if everyone in a canoe started rowing in a different direction. They would get nowhere and be exhausted in no time. If everyone rows in unison, in the same direction, then progress and success are sure to be had by everyone involved.

Expression

Expression refers to the way in which school leaders take action based on their own cultural values and the ways they communicate with others. According to Walker and Riordan, “Different cultures prefer different patterns and forms of communications” (2010). Self-disclosure, or the desire to be open with others about private information, is one type of expression that is valuable for teams. Yet, self-disclosure is byproduct of certain cultures, such as Americans, who tend to reveal more about themselves quicker and more readily than others.

I can reflect on my own experiences working abroad to understand the importance of communication. Working in Korea, I was often regarded as the “typical” American because my teaching style was pretty loud and boisterous, especially when compared to my more timid Korean coworkers. However, I’m not sure if this was due to a personality trait or learned cultural habit. Either way, it could be tough at times to practice self-control and remember to think about other perceptions before acting.

Profiling

Profiling is when schools label or stereotype students based on preconceived ideas of culture or background. It’s important for school leaders to remember that culture exists at different levels and cannot be generalized across the board. According to the article, “a reliance on culture or any other singular form of diversity as a way of explaining or justifying behavior is very risky business” (Walker and Riordan, 2010). Profiling can often times lead to tokenism, where a single minority is used to represent an entire culture. So while we must diversify leader teams and rely on their personal experience and expertise, we must value them more than just as insights into other cultures.

I think profiling is easy to implement if leadership teams are willing to do so. Include people from other cultures. Give them a voice. Listen to them and leave any superiority complex out the door. However, is this probably easier said than done. 

Sources

Walker, Allan and Riordan, Geoff. Leading Collective Capacity in Culturally Diverse Schools. School Leadership and Management. 2010. Retrieved from
https://www.tandfonline.com/doi/pdf/10.1080/13632430903509766?needAccess=true

Cross-Cultural Terminolgy

Intercultural Literacy

According to Mark Heyward, intercultural literacy (IC) as, “the competencies, understandings, attitudes, language proficiencies, participation and identities necessary for effective cross-cultural engagement” (2002). He then expands on his definition and adds, “The intercultural literate person possess the understandings, competencies, attitudes and identities necessary for successful living and working in a cross-cultural setting.” Heyward also includes cognitive and emotional intelligence in his attributes for IC, meaning those who possess it have multiple viewpoints or perspective. In other words, intercultural literacy is the ability to interpret an unfamiliar culture in such a way that one can seamlessly adapt and navigate it.

International MIndedness

The IB Programme classifies international mindedness (IM) as, “internationally-minded

learners that are knowledgeable about local/global issues, empathetic inquirers, critical thinkers, communicators, risk-takers as well as being caring, open-minded, balanced, reflective and able to make responsible work/life decisions” (2014) IB believes that this philosophy emphasizes its holistic approach to the whole learner and prepares them to be life-long learners. People who embrace the concept of international mindedness usually see them selves as global citizens, part of a bigger world that is more connected than ever.

Global Competency

Veronica Boix Mansilla and Anthony Jackson explain global competency (GC) in 4 domains: recognizing perspectives, communicating ideas (effectively with other cultures), investigating the world (or going outside their immediate environment), and taking action (translate their ideas into appropriate action to improve current conditions). Global competent people are driven by a desire to explore other cultures and seek knowledge from outside their own country.

The above Venn diagram compares all three cross-cultural terminologies. The competing forces can be seen out the outside bubbles of the diagram where each idea has its own unique factors. While these tree phrases are similar is many ways, this graphic helps illustrates what makes each one different. All three focus on empathy, communication, adaptability and respect for other cultures. However, intercultural literacy is unique in that it focuses on knowledge of cultures while international mindedness focuses on ones thoughts and attitudes towards other cultures. Global competency emphasizes collection of ideas and taking action on them.

Sources

Heyward, M. From international to intercultural: Redefining the international school for a globalized world. 2002 Retrieved from https://drive.google.com/file/d/0BzLwFwwvm0oNU0EweTJ2eDhLakU/view

Sriprakash, A., Singh, M., & Jing, Q. A comparative study of international mindedness in the IB Diploma Programme in Australia, China and India 2014 Retrieved from https://drive.google.com/file/d/0BzLwFwwvm0oNRE5kM2x6MWlndkk/view

Mansilla, V. B., & Jackson, A. Educating for global competence: preparing our youth to engage the world. 2011 Retrieved from https://drive.google.com/file/d/0BzLwFwwvm0oNUndIWkxKb2NMV3c/view

Understanding the Philosophy of Schools

According to the ISC (International School Consultancy), an international school is one that, “delivers a curriculum to any combination of pre-school, primary or secondary students, wholly or partly in English outside an English speaking country or one that is in a country where English in one of the official languages, it offers an English-medium curriculum other than the country’s national curriculum and the school is international in its orientation” (ISC 2019). This definition of an international school would closely match my own, with the exception of an international student body. I think to truly be considered an international school, a school must be diverse in both its student and staff population (Hill 2015). While this may be difficult in some countries, especially those where English is predominantly spoken, schools can still make an effort to submerge the students in a globalized world.

However, Nick Brummit, a managing director of ISC Research, disputes my assumptive definition by stating, “Privately, I simply feel that there are many different types of international schools and that a school full of Chinese children studying an international curriculum is one type." Of course, not all international schools look the same or follow the same curriculum. There are a variety of different schools found around the world, making it almost impossible to truly define. American, Canadian, and British international schools follow their home country curriculum while IB programs offer an additional “gold standard” curriculum in many schools across many countries.

International schools first started popping up in the late 19th century for the children of globally mobile families such as missionaries, diplomats, wealthy elites, international business people, and military personnel. These families wanted to continue teaching their children in their native language and thus a need for international schools was created. Today, international schools look and feel very different from their early predecessors. Now, international schools are teaching students all over the world so that they may fully immerse themselves in the English language and learn it to better help them in a globalized market and workforce. 

Kurt Hanh was a German-born (1886) educator that helped create and change the international school movement. His educational pedagogy and philosophies still influence international school curriculums today. Hanh helped found many organizations over the span of his lifetime, but maybe none more substantial than the United World Colleges. The UWC is a force within the international school community with a mission to, “unite people, nations, and cultures, for peace and a sustainable future” (KurtHanh.org 2019). Hanh believed that adolescents had a youthful innocence and moral compass that could be preserved through education. He emphasized hands-on learning experiences and Samaritan serves, in which all students learned to give back to each other. Today, we can see Hanh’s values alive and well in 21st century and project-based (PBL) learning. There is a major emphasis on practical learning and real-world application of knowledge that stems from his ideas of hands-on learning.

According to the ISC, there are currently 9,605 English-medium international schools around the world, enrolling over 5 million students.  There are plans for another 104 new schools to open during the 2018-2019 school year. Over the last 5 years, international schools have grown at a consistent rate of about 6 percent a year. The ICS does not anticipate these trends to slow down anytime soon. In fact, they predict that over the next 15 years, that number will grow from 6 percent to somewhere over 10 percent. The regions seeing the most growth in international schools are the Middle East (Dubai and Abu Dhabi) and China (Shanghai and Beijing). As these countries continue to grow and play a major factor in the world market and economy, the demand for English speaking citizens with 21st century and globalized skills will only continue to grow. According to Richard Gaskell, ISC Schools Director, the growth in these regions is, “fuelled by increased wealth and parents aspirations to prepare children in the best way possible to study at universities overseas and for careers that will take them around the world” (ICEF 2018). In other areas, such as Africa and South America, the growth of international schools is hindered by political instability and stagnant economies. In the future, as countries in these regions begin to develop, there will be major opportunities for international education growth. International organizations such as NAFSA, AIE, and UNESCO help provide support for international educators. These valuable organizations are important to the success of international education because of their dedication to providing professional development, networking events, and social awareness. It is clear that international schools are no longer just for wealthy, nomadic English-speaking families. More and more, local indigenous families are choosing international schools for their children because they see it as the best possible educational opportunity available.

Sources

Hill, Ian. “What is an International School?” November 2015. Retrieved from https://drive.google.com/file/d/0BwgYlY1O2AV2UHhHa25ta1JvakE/view

ICEF Monitor “Annual Survey Finds Continued Growth” April 2018 Retrieved from http://monitor.icef.com/2018/09/annual-survey-finds-continued-growth-in-international-schools/

ISC Research “Data and Intel” Retrieved from https://www.iscresearch.com/

KurthHanh.org “The Legacy of Kurt Hanh” Retrieved from http://www.kurthahn.org/

The Challenges Immigrant Students Face

Immigrants and their families face a plethora of obstacles on their path to a new life. Whether forced or voluntary, these immigrants will have to tackle the cultural, economic, and educational hurdles that come along with moving to a brand new place and starting over. It can be expected that the challenges immigrant children face are numerous and daunting, but learning to navigate these barriers allow them to come out the other side better for it. 

One of the biggest issues immigrant students face is the use of the English language in an academic setting (or the official language of the new home country). Many immigrant children enroll in American schools with little to no English language skills. ELL (English Language Learners) students are often forced to learn the language quickly, especially if a school is underfunded or lacking the adequate resources to support these students. Nearly a third of all first generation immigration families in the U.S. live in poverty, which effects access to early-childhood education and creates gaps in education. As a result, immigrant students are more likely to score below their counterparts on standardized tests (Mitchell, 2017).

Another major struggle for immigrant students is the identity crises they face when being pulled between staying true to their old culture and trying to adapt to the new one they now find themselves immersed in (Shenfield, 2017). The pressure to fit in becomes especially overbearing as students enter the secondary levels of education, such as middle or high school (Harrington, 2008).

However, it’s not all doom and gloom for immigrant students. While the challenges will almost certainly surpass the advantages, these third culture kids do have a few. For starters, they often feel less tied down to a certain place and are more willing to travel for better opportunities when presented with them later in life (Druart, 2016). There sense of freedom develops an independence that can be taken advantage of when developing 21st century skills, such as collaboration and problem solving.

References

Druart, R. 2016. Where Do I Belong? Retrieved from http://www.psy-ed.com/wpblog/challenges-faced-by-immigrant-children/

Harrington, P. 2008. The Negotiation of Identity in an International School Setting. Retrieved from

Mitchell, C. 2017 Immigrants Face Challenges on Path to Opportunity. Retrieved from http://blogs.edweek.org/edweek/learning-the-language/2017/10/immigrant_students_often_struggle.html

Shenfield, T. 2017. Understanding the Challenges Faced by Immigrant Children. Retrieved from http://www.psy-ed.com/wpblog/challenges-faced-by-immigrant-children/

Globalization and Education

The concept of globalization really took off in the early 19080s, with the economic liberalization of China, the rise of democracy in South Korea piggybacked by the relative fall of communism in the Soviet Union. These 3 major events (along with others), released billions of people into the global economy through reduced trade and tariff barriers. Along the same time, a small phenomenon known as the internet, was just beginning to dig its heels into the ground and take the world by storm, its nations and citizens would interact with each other forever (Stewart, 2012). Technology and lax trade barriers ultimately led to the integration of markets and enabled companies and governments to connect with each other faster and cheaper than ever before. 

 According to Rizvi and Lingard (2001), the link between between economies, politics, and education is the interpretations of how we allow globalization to reshape and reimagine possibilities for our lives. According to Globalizing Education Policy, the link is ‘‘both an ideological formation and a social imaginary that now shapes the discourses of education policy’’ (p. 2). At least three factors contribute to globalization and its effects on the world, including education: “profound changes that take place around the world, ideologies representing different political interest, and social norms that shape identities of the masses” (p. 3). This is to say that globalization has had a major impact on education.

In our virtual class, our cohort discussed the effects of colonization, especially in areas like Africa and South Asia. Vamshi talked about his home country and how a lack of faith in the Indian public school system pushed many citizens to seek alternative options, such as international schools. However, my experience in Eastern Asia differs from this as the Korean education system is consistently ranked as one of the “best” in the world. In places like Korea, where their global economy allows them to compensate for their relatively small population size, growing students into globalized citizens helps the powerhouse economy stay competitive. The allure of international schools is not in the gap of educational quality, but in their ability to teach  English.

International assessments like the PISA (Program for International Assessment), have assessed the quality of education systems from across the world since 2000. Traditionally, these assessment have favored systems that emphasized memorization over application of knowledge. However, the PISA has undergone significant rehauls in since 2012 in an attempt to better measure 21st century skills. 21st century skills are the things students will need to succeed in a rapidly evolving and dynamic world. To accommodate for this, the test now has fewer multiple choice questions and a completely new section (in addition to math, reading, and science) that asks takers to collaborate with others and use creative problem solving over a “chat” feature on the electronic test (Gomes ,2016).

It is no secret that globalization and internationalism is changing the politics, economies, and educational policies of countries from around the world. As the workforce continues to change and demands more knowledge based skills, compared to “blue-collar” labor skills (Stewart, 2010), it’s important that countries keep up with educational trends. Despite the challenges, such as revamping traditional educational institutions and ways of thinking, it’s inevitable if one’s policies want to keep up with the interconnectedness of the world.

References

Gomes, P. (2016) How PISA is Changing to Reflect 21st Century Workforce Needs and Skills. Retreived from https://www.edsurge.com/news/2016-04-26-how-pisa-is-changing-to-reflect-21st-century-workforce-needs-and-skills

Rizvi, F. & Lingard, B. (2011) Globalizing Education Policy. London, UK. Retrieved from https://drive.google.com/file/d/0BwgYlY1O2AV2bHNBSzNSTk1Xc0k/view

Stewart, V. (2012) A World Class Education. Retrieved from http://www.ascd.org/publications/books/111016/chapters/Globalization-and-Education.aspx