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Student Voice - listening at the margins

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Student Voice - listening at the margins

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'Becoming a totally inclusive school' (book) has a fantastic self-assessment for international schools.

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'Becoming a totally inclusive school' (book) has a fantastic self-assessment for international schools.

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Teacher/Staff Voice - Listening at the margins

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Teacher/Staff Voice - Listening at the margins

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4 I's Reflection Tool by Alyssa Perreras

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Insights about how-to use Meyer's DEI spectrum

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#DoBetterDover Report and Proposal [Read Only]

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Measuring sentiment involves exploring the three major themes of the DE&I survey, which are its namesakes. Diversity, Inclusion and Equity. Each theme typically uses a 5-point rating scale for each of its statements, also known as survey items.

The rating system is a tried and tested method used by researchers. The 5 point scale in particular is effective where respondents make an effort to distinguish between the options presented to them.

For each theme, the rating question is followed by three statements or survey items. There are many more statements that can be added to the index of each theme to truly capture the sentiments for that theme. We have selected three examples.

Question: On a scale from 1 to 5, where 1 is Strongly Disagree and 5 is Strongly Agree, how would you rate the following statements?

Statement: "Name of your Organization" values diversity.

Statement: Leadership understands that diversity is critical to our future success.

Statement: "Name of your Organization" invests time and energy into building diverse teams.

Question: On a scale from 1 to 5, where 1 is Strongly Disagree and 5 is Strongly Agree, how would you rate the following statements?

Statement: I feel my unique background and identity (i.e. my differences) are valued at "Name of your Organization".

Statement: I feel a sense of belonging at "Name of your Organization".

Statement: I feel respected by my colleagues.

Question: On a scale from 1 to 5, where 1 is Strongly Disagree and 5 is Strongly Agree, how would you rate the following statements?

Statement: The process for career advancement/promotion is transparent to all employees.

Statement: People from all backgrounds and with a range of identities have equitable opportunities to advance their careers at "Name of your Organization".

Statement: I feel supported in my career growth at "Name of your Organization".

Once done with measuring Diversity, Inclusion, and Equity, you can compare each index to see where more efforts are needed. You can see what percentage of employees had a positive, neutral or negative response.

Furthermore, you can drill down for each theme, and see the actual variations of responses for each statement or survey item.

Also, as you've done the solid work of collecting data on the demographic dimensions, you can compare your DE&I responses across all such fields. This way, you know what needs to be done, and for whom.

By layering the data this way, you remove any biases. In the truest sense, you practice what you preach in the DE&I program, that is, you are considerate of the voices of all groups who represent your organization.

Yes. Diversity, Equity, and Inclusion are must-haves, but there are other issues that are serious enough to merit their own questions or survey items (statements). There is no definite pool to choose such themes from, it's about what is relevant from studies and the experiences of employees.

Keep scrolling to see two more such themes, followed by either survey items (statements) or questions.

Question: On a scale from 1 to 5, where 1 is Strongly Disagree and 5 is Strongly Agree, how would you rate the following statements?

Statement: I believe "Name of your Organization" is a safe and supportive workplace for BIPOC individuals (Black, Indigenous, & People of Color).

Statement: I feel comfortable talking about issues of racism on my team.

Statement: I know where to find resources to learn more about these issues.

Harassment and Discrimination

Question: Have you experienced any unwelcome comment(s) or conduct at "Name of your Organization" that you felt was offensive, embarrassing, or hurtful (e.g., inappropriate jokes, slurs, rumors, hurtful gossip, isolating behaviors)? Select all that apply.

Question: Have you experienced any discrimination (i.e., unfair, negative, or adverse treatment) at "Name of your Organization" based on one or more aspects of your background or identity (e.g., gender, age, ethnicity, sexual orientation, etc.)?

When coming up with any theme and their respective question sets or survey items, it is important to know how it aligns with your DE&I goals. It starts with writing a DE&I statement, which is popular these days with higher learning institutions. For companies, the diversity statement is more often used. Fewer organizations have actual Diversity and Inclusion offices, such as this one by Kellogg's.

The impact of DE&I policies and practices can be felt during different phases of an employee's tenure at a company including hiring, recruitment, training, career development, etc.

It can also be felt in the different working relationships within the company, such as between an immediate supervisor and director, between colleagues in the same team, and between different departments in an organization.

A lot will ride on picking the right questions. Thus, we felt it was an important enough issue to share with you and provide actual DEI questions in circulation for current projects.

But by all means, do your due intelligence and pick more survey items to round up each theme. Or for non-rating questions as seen in the Harassment and Discrimination theme, pick more questions that you feel will strengthen the measuring efficiency of the theme.

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22 Diversity, Equity and Inclusion Survey Questions to Help You Get off the Mark

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Measuring sentiment involves exploring the three major themes of the DE&I survey, which are its namesakes. Diversity, Inclusion and Equity. Each theme typically uses a 5-point rating scale for each of its statements, also known as survey items. The rating system is a tried and tested method used by researchers.

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Somewhere inside me there's a real desire to shout: STOP!

It appears at the sight of a new webinar/workshop/professional development opportunity in my Twitter feed. It's there when I notice my inbox filling up with requests to register for, attend, listen to, or watch a broadcast, conference or retreat. So many ways to bolster my practice, increase my awareness, sharpen my skills, deepen my understanding, restore my confidence. All these offers to help me improve my teaching, respond to student needs, collaborate with colleagues, find joy in my work! Surely it must be a sign of overwhelm. It's a me problem. Certainly it is.

In my ears, I hear Dionne Farris singing "Don't go near the water if you don't like to swim." But this is not that. I like the water of education. I stay immersed in it - reading, writing, speaking, thinking. I'm an education swimmer; each stroke is a new question: What is it good for? How does it work and for whom? Learning and teaching - how are these related/connected/separate/ two sides of the same coin? Where does power enter in and who can name it? What could we do to make education worse? (counterintuitive but very useful question, by the way.) What is keeping education afloat in society and how is that happening? Given all this, how on earth do I arrive at STOP?!

I think it has to do with capitalism and us. It has to do with our deeply cultivated tendency to seek solutions and resolutions by buying something; adding products to our cart, tools to our toolkit, strategies to our playbook. The main thing is that we consume. We go (out) and get a thing (a book, a course, a conversation, a speaker) and we are better for it. Right? We're inspired, motivated, enlightened, challenged, determined, ready. We've got new resources, allies, co-conspirators, guidance, consulting, a timeline, action items. We draw up plans, units, schedules that will help us chart progress. We will work with an expert, adopt a framework, form a committee to ensure accountability. We're going to change. Just watch.

I really want to yell STOP! because in our eagerness to be seen 'doing the work' it seems to me that we almost never take time to notice who we are (layers of identity), where we sit/stand in the given context (position) AND to ask ourselves based on the first two responses, what is my contribution going to be? By now it's common for our go-to experts to encourage us to look inward before we embark on a significant change in practice or content. How often do we actually do it though?

We know that telling is not teaching; hearing does not equate with learning. I bet that most of us do not necessarily consult a physician before we begin a new fitness regime as we are advised to. We assume we know if we're good to go or not. When it comes to shifting our educational practice to more intentionally inclusive and culturally responsive practices, I think it's easy to overestimate our preparedness and that concerns me.

In her book, How We Show Up, writer and activist, Mia Birdsong, writes

"... the harm experienced by the oppressors is not equivalent to the harm experienced by the oppressed. Capitalism, white supremacy and patriarchy are not good for anyone, but the the work that needs to be done by those who exert oppression and those who are the targets is markedly different." (p. 28)

It sounds radical but we may not all have the same assignment when it comes to building more equitable structures and communities. Not every staff member is at the same starting position when it comes to anti-bias/anti-racism work. What's also true is that every single person in the community has biases and areas where their knowledge and experience are limited. In my own institution, I am a 25 year veteran and local hire. If we're having a conversation about new international hires and their experiences being welcomed into the community, then my focus must be on listening with the intent to understand. When I consider my contribution to the conversation, I need to ask myself, where am I in a position to push for better outcomes or to improve someone's experience? My approach is directly informed by my relative positionality.

Author Clint Smith provides a really helpful explanation of what positionality is and how it serves researchers investigating human endeavors. At the end of How The Word Is Passed, in a three-page summary, "About This Project," he tells readers

As a graduate student I was trained largely by sociologists, and part of what that discipline demands is an engagement and interrogation of one's own positionality relative to the subject matter one is studying. So I am mindful that my experiences at each of these places, and my conversations with all the people who appear in these pages, are tied to various parts of my identity: being Black, being born and raised in the South, being a straight cisgendered man, and at the time this book was being written and reported, being a doctoral student at an Ivy League university. Each of these realities creates dynamics that shape and alter the way strangers, scholars, tour guides, and museum officials interact with me, and it is likely that someone with a different racial, geographic and educational background would have experiences at each of these places that are different from my own. From How The Word Is Passed (2021), p. 291.

It's a clear definition of positionality that is at once accessible and succinct.

When we undertake our grand efforts to shift the culture in fundamental ways, our attempts will flounder and flop if we fail to provide time and space for community members to recognize how positionality shapes our visioning and decision-making.

In an interview with School Library Journal, literacy scholar, Dr. Kim Parker highlights the need for teachers to first look at themselves and their motivations before implementing curricular changes:

[SLJ]: Thanks in part to the work of #DisruptTexts, educators are increasingly thinking about how to look beyond the classics in their curriculum and broaden the texts they teach. Where should teachers start?
[KP]: People are really thinking about, what does it mean to diversify one's curriculum? I think that first, before we do that, we have to think about, what's the internal work that we have to do? Because if we don't do that work, even the most diverse texts can be damaging for kids. We have to start with ourselves. "What's the work that I have to do? Why do I really want to put different books in kids' hands? Am I ready? What's the preparation I need?"

"What's the preparation [we] need?" is the question too rarely posed before school communities make a visible push for equity. For sustained and sustainable equity and justice work I don't see any way around taking the time to acknowledge our unique positionalities in the planning and implementation processes we adopt. In my own practice, I've had to think about how I ensure that my classroom is as gender-inclusive as possible. I recognized that as a straight cisgender woman I had to do a bit of research and foreground queer voices in the materials I sought out. As a result I use gender neutral language when addressing students, I say, friends, folks or ask them to make all-gender groups.

Particularly in education environments talking about change (which feels like every institution everywhere), we often hear the language of unity: Everyone on the same page, all hands on deck, we're all in this together. Meanwhile, the specific forms or hierarchy, organizational culture, in-groups and out-groups, still shape the experiences of individuals within the institution. We need to become more astute observers of our tendencies flatten differences and apply primarily cosmetic diversity. Developing a habit of folks acknowledging their own relative positionalities enhances our awareness of who is in the room and who may be missing when we are discussing topics of community concern.

How we can authentically engage each other and the goals before us if we are not honest about who we are, where we sit and in what ways we may be particularly well equipped to contribute to the desired changes? Positionality requires us to do more than name our layers of identity. It compels us to acknowledge that we possess varied and varying levels of influence within specific contexts.

Which might well explain why more folks in more institutions don't do it. Or have not yet made it a habit. It involves being transparent about power differentials. That makes plenty of folks uncomfortable. Especially the ones who hold the most power.

If we and our institutions dive into plans to rethink and adjust our practices in the classroom, in the business office, or at the board level, I have a deep, deep wish for all of us to pause and based on our positionalities consider how we are each best poised to contribute. Particularly when it comes to identity-focused shifts in whichever policy or procedure the institution deems a priority, real thought must be given to which voices and perspectives are being centered and whether that centering reflects movement towards or away from increased equity.

I dream of education spaces where recognizing our positionality with respect to specific topics or concerns exists as a professional habit and standard courtesy. I'm sad that this sounds radical in some ears. Institutional equity is not something we can buy online. It takes our individual, collective and differentiated contributions to build and sustain. When you show up at your next PD event, look around. Notice if and when space is made to acknowledge positionality of participants and/or presenters. How does it show up in case studies and examples? These are baby steps towards true equity. We can't afford not to take them.

References:

Mia Birdsong, How We Show Up: Reclaiming Family, Friendship, and Community, Hachette Books, 2020.

Clint Smith, How The Word Is Passed: A Reckoning With The History of Slavery Across America. Little, Brown and Co., 2021.

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Who We Are, Where We Sit and Why It Matters

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It appears at the sight of a new webinar/workshop/professional development opportunity in my Twitter feed. It's there when I notice my inbox filling up with requests to register for, attend, listen...

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A few thoughts, in no particular order, following the inaugural meeting of the International School Anti-Discrimination Task Force called together by AIELOC (Assoc. of International Educators and Leaders of Color) in cooperation with ECIS (Education Collaborative of International Schools), IBO (International Baccelauriate Organization) and hosted by the International School of Geneva (Ecolint).

The things that we most hope for require active choice by the people involved.

The things we most hope for which involve other people require the most patience, persistence and clarity of purpose that we can muster.

Because it's rarely effective to rely on individuals, groups or institutions to consistently act in favor of the greater good without the promise of clear beneficial outcomes, we often try to build forms of compliance and accountability to incentivize positive participation.

A demand is an imperative. A request is not.

The pace of change may not be up to us but it can be influenced by us and our coordinated efforts.

We cannot wordsmith our way to equity.

I am not convinced that we as individuals or as group members are naturally inclined towards equity. We appreciate fairness when we experience it; may not be equally prepared, however, to sacrifice our own comfort, ease or privilege in the service of fairness towards others, especially over an extended period.

Backlash is a message in response to change. It's a sign to press on.

When we are preaching to the choir, at least we have an idea about who's in church.

We anticipate, plan and prepare for resistance which makes it hard to dream big at the same time.

When asked how I was entering the space, my response was: tempering my cynicism.

I am not sure what motivates humans to prioritize and enact equity as a rule rather than a rare exception.

I do not consider myself a hopeful person but a trusting one. I believe in people's capacity to do good and hard things, even when many things are both.

I have said before that I am an impoverished radical dreamer. Given that, I look and listen for radical dreams voiced by others. If I balk immediately, it's a sign that I need to move in that direction.

I have stopped worrying about getting people on board. I'm on the crew of those who have already set sail. I'm learning the ropes as we press on.

When in doubt about what I'm doing, where we're going, what good it's doing - I need to listen to students, to colleagues on the margins, to voices from backgrounds different from my own.

Certain structures I imagined to be compulsory are, in fact, voluntary (i.e., accreditation).

Pay attention to the most radical messengers, they tend to be ahead of their time.

Joy is revolutionary.

Whenever the conversation turns to harm in schools I am reminded that not all harms must be experienced directly for their effects to continue to reverberate.

Although we may come together in a shared space, based on our identities and contextual status profiles, we may not all have the same assignment. Developing the awareness and capacity to recognize and successfully negotiate those differences is everyone's work, however.

Role authority must not be mistaken for universal awareness, competency or knowledge.

Blowing up our traditional notions of leadership seems absolutely necessary.

The wisest/ most radical/ most generative among us may not be the most vocal - how many avenues are we using to elicit participation?

In any identity-related exercise, try to spot which aspects of identity are missing. Make this a habit.

We can hold multiple truths at one time; identity is never singular or an isolated constant.

Interrupting harmful behaviors is something we all need to practice. It can also be done with grace; clarity is the prerequisite. Notice an exemplary model when it occurs; discuss and elevate it.

Strong allies, reliable accomplices foreground listening, learning, and recognizing when and how to open doors and pave ways.

While much can be accomplished in short time frames, some things need lots of repetition over a long time. Other strategies require steady nudging, trustworthy feedback loops and adaptive timelines.

Love is tangible. Care is tangible. We know it, we feel it when they are present in the community and in our institutions.

Re-entry into our respective contexts demands sensitivity and care. The temptation to overwhelm others with our new perspectives will be strong. Resist the tendency, circle back later, share in manageable doses.

Keep showing up as you are, as we are.

We are not done and we are also beyond beginning.

I am tired and energized; proud and equally humbled. Extremely grateful to have been a part of this event and connected to the outstanding membership of participants. Thank you.

Published

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Welcome slide of ISADTF Oct. 2022 A few thoughts, in no particular order, following the inaugural meeting of the International School Anti-Discrimination Task Force called together by AIELOC (Assoc. of International Educators and Leaders of Color) in cooperation with ECIS (Education Collaborative of International Schools), IBO (International Baccelauriate Organization) and hosted by the International School...

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The Leadership Academy Equity Self-Assessment for schools

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The Leadership Academy Equity Self-Assessment for schools

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The Edurio Staff Equality, Diversity and Inclusion survey will help you better understand how staff with different backgrounds, identities, experiences and needs feel in your school or trust.

When your workplace is more diverse and inclusive, you're able to integrate a wider range of perspectives into your school or Multi Academy Trust when problem-solving or trying to develop new ideas.

When your workforce is more diverse and inclusive, you're more likely to foster deeper trust and commitment among employees. Being an equal opportunities employer does not just benefit existing staff.

You're also likely to be more attractive to new recruits and attract the best talent, which is essential in the current teacher recruitment crisis.

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Staff Equality, Diversity and Inclusion Survey

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The Edurio Equality, Diversity and Inclusion survey will help you gain a better understanding of how staff with different backgrounds and identities feel in your school or trust.

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Global Equity Collective DEI Survey and suite of online training

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Global Equity Collective DEI Survey and suite of online training

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We know schools and the staff working within them are under pressure on many fronts with budgets being one of the biggest. That's why we've frozen our rates for the Autumn Term. Membership for international & independent schools starts at just £900 and we are co-funding state schools, meaning 50% off.
The GEC Platform simplifies the process of working towards diversity, equity and inclusion into two levels, our Staff Module (Level 1), for all staff - from site team to SLT & governors, support staff to curriculum teams. You can now also capture student voice like never before with our new add-on, the Students Module (Level 2).

This academically tested survey, designed for ages 3 to post-16, allows you to understand how to create extraordinarily inclusive classrooms, and combines the data to help you follow a process to see immediate results, by creating a personalised DEI action plan and providing access to our library of resources at your fingertips.

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Diversity, equity and inclusion in schools - Global Equality Collective - Global Equality Collective

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The GEC Platform simplifies the process of working towards better diversity, equity and inclusion in schools. We start with your staff and then bring in the students. Discover how.

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Be where you are celebrated, not tolerated.

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AIELOC (Association of International Educators and Leaders of Colour)

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AIELOC (Association of International Educators and Leaders of Colour)

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Association for International Educators and Leaders of Color |

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Our Mission

The Diversity Collaborative (DC) is committed to creating and sustaining a more diverse, inclusive, equitable, and just international school community through our focus on leadership.

Our Vision

We recognize that diversity without equity, inclusion, and justice is insufficient and can perpetuate ongoing harm. Therefore, we strive not only to recognize and redistribute power, but also to eradicate the systems and structures in place that cause and have caused injustice, inequity and exclusion. We aspire to see the leadership of international schools reflect the global majority.

Our Commitments

To realize our commitment to diversity, equity, inclusion, and justice, the Diversity Collaborative wholeheartedly challenges all leaders, international schools and associated organizations to address the absence of diverse leadership in formal leadership positions. Concurrently, we acknowledge that anyone in a school can demonstrate leadership by serving as an agent of change. The Diversity Collaborative (DC) conducts research on the leadership pipeline and recruitment practices, provides leadership development, and advocates for international school communities to (1) critically reflect on diversity or the lack thereof, (2) develop equity-minded stakeholders, (3) promote inclusive environments, and (4) serve as social justice activists.

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This cross-organization group connects educational professionals to create lasting change. See how you can make a difference today.

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International School Anti Discrimination Taskforce (ISADTF) aims to make schools truly diverse, inclusive, safe, equitable and welcoming.

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Language policies as part of our DEI conversations

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Language policies as part of our DEI conversations

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As many international schools respond to or reinvest in the call to engage in the work of diversity, equity, inclusion, and justice, one area that must be included in the conversation is that of linguistic equity. In many cases, international schools were designed with the purpose of providing expat students and families with experiences parallel to those within their country of origin (Hayden & Thompson, 1995). However well-intentioned, it brought forth an initial value statement of "our country's educational system is superior." Even if schools did not begin with this purpose, many continue to operate with a lens towards the Western world, as seen in the dominant language of instruction at the school (Nordmeyer, 2020).

In examining the complex relationship between language, culture, and identity, it is vital that we understand that the three truly cannot be separated. Therefore, deconstructing a school's language policy and, the inherent value system within, is an essential part of the work around diversity, equity, inclusion, and justice. A common claim amongst international schools is the perceived celebration of diversity, the existence of a wide variety of cultures and identities learning together. Yet, research demonstrates that many international schools fall short when it comes to intentionally creating the conditions for people of diverse linguistic identities to actually thrive and exist in totality (Russo, Islam & Koyuncu, 2016; Sprio & Crisfield, 2018). Diversity is allowing space for languages and identities to be present on our campuses. While this is important (and can and should be celebrated) we must not stop short and must also explore linguistic equity, inclusion, and justice:

Equity: What are some of the scaffolds and supports that should be provided to all students so they are able to demonstrate what they can do in their language(s) when instructed and assessed in the target language(s) of the school?

Inclusion: How are students invited to maintain their language(s) by being provided spaces to share, connect, and celebrate their linguistic assets and multilingual identities?

Justice: In what ways do we ensure linguistic equality and give space and value to all of the linguistic assets students and their families bring to our schools? How are all community members held accountable to promote, model, and uphold these beliefs and challenge linguistic discrimination whenever it appears?

Below, we employ the lens of the four I's systems framework, ideological, institutional, interpersonal, and internalized, to unpack manifestations related to linguistic equity within international schools from the perspective of various community members (Chinook Fund, 2015). We provide some questions that might support conversations in our schools to shift mindsets and courageously confront the historical realities of international schools that operate as barriers to true linguistic equity. To simplify this complex issue, we will share possible questions with an assumed context of a bilingual international school in a host country where Spanish is the predominant and recognized official language.

Ideological:

Despite claims of global mindedness in many international schools, colonization, both as a historical and continued practice, creates conditions for linguistic hegemony; the notion that the English language is of superior value to the language(s) of the host country (Eidoo et al., 2011). Rooted within this ideology of English as superior are equally harmful notions that position learning English as the only necessary neoliberal outcome to being competitive in the "global market;" little regard is paid to the critical thinking and cognitive advantages of multilingualism as a whole (Abdi et al., 2015). Additionally, the work of Kimberle Crenshaw (2002) and the concept of intersectionality highlights how ideologies that position English as superior also create pathways that position whiteness and westerners as superior. These ideologies and their manifestations must be clearly named and examined if linguistic equity is the desired outcome of any school.

Institutional:

Benefits and pay structures are often the most sensitive and controversial aspects of international schools. Recruitment is a factor in salary structure. Generally speaking, educators coming from outside the host country might be used to higher salaries or may be accustomed to certain benefits and supports related to being hired as "native" English speakers, a problematic term that again centers on whiteness. While these realities are complex, we must make space for such tension and acknowledge that, for various reasons, attaching a monetary value to the cultural and linguistic origin of a teacher or administrator has consequences. Those values are, in fact, passed on to families and other stakeholders. We hear it when two teachers of equal qualifications are compared and the host-country teacher is seen as inferior or when families ask for a teacher who is a "native" English speaker.

Additionally, in many international schools, the target language of instruction is English. Schedules are built and hiring is often prioritized to allow for the majority of a school day to be provided in English. However, Genesee (1983) found when exploring French immersion schools that there was a limited difference between students who spent 40% or 80% of the time in the target language. What made the difference? Teacher training and practice! Therefore, it wasn't simply about the language instruction, but rather the skills of educators.
Interpersonal:
When the manifestations of language hegemony go unexamined with institutional practices, they inevitably impact how members of the community relate to each other. In teacher interactions, the structures that maintain the English language as superior can translate to a lack of immersion into the local language and culture, which may later manifest in cultural and national segregation within the school. In the classroom, it can be seen how educators enforce English-only policies in a way that may cause students to feel "less than" as they acquire a new language, which in turn can lead to bullying amongst peers in their own language development and accent.

Anytime a hegemonic ideology is embedded institutionally, it gives rise to those in the dominant culture to disrespect or demean those in a marginalized group; this occurs both consciously and unconsciously. A failure to examine hegemonic language policy results in a hierarchy that harms the identity and culture of members of the community. Educators or learners may in turn struggle to fully engage when parts of their identity are under threat in interpersonal interactions.
Internalized:
When local teachers question whether or not they can use their language(s) in school or students question their own value/intelligence because they are struggling to demonstrate their knowledge in the school's target language(s), the policies, practices, and beliefs have taken an unintentional hold on the identities of whom they are designed to support and empower. We want the members of our school community to not be asking themselves the binary question, "Do I belong here?" but rather, "What are all the ways that I can share my assets within this learning community?".

If education in international schools gets simplified down to "how you say it" versus "what you say," we run the risk of devaluing the whole purpose of learning a new language. Learning a language is more about deepening an understanding of your own identity, and your ability to communicate and engage with others. Having a goal to produce the next generation of "native speakers" is unattainable and should be undesirable. Rather, we should seek to allow students to have the autonomy to use all of their languages with flexibility, intentionality, and inclusivity.
Conclusion
For many international schools, our history involves oppressive linguistic ideologies based on the imperialist belief that the language(s) of the host country were inferior to English. We recognize that confronting these histories is not simple. Indeed, it is a process filled with nuances and complexities. It requires schools to educate, advocate, and engage all community members. This work may also bring up fears and discomfort. However, we know this work is also important. We can no longer rest on our histories and accept them because "that's how it was done." We humbly welcome you into this space and invite you to join us in these conversations - en cualquier idioma en que te sientes más confortable.

References
Abdi, A. A., Shultz, L., & Pillay, T. (2015). Decolonizing global citizenship education. SensePublishers.

Crenshaw, K. W. (2002). The first decade: Critical reflections, Or "A Foot in The Closing Door."

Eidoo, S., Ingram, L.-A., MacDonald, A., Nabavi, M., Pashby, K., & Stille, S. (2011). "Through the Kaleidoscope": Intersections Between Theoretical Perspectives and Classroom Implications in Critical Global Citizenship Education. Canadian Journal of Education / Revue Canadienne de l'éducation, 34(4), 59-85.

Genesee, Fred. (1983). "Bilingual Education of Majority Language Children: The Immersion Experiments in Review." Applied Psycholinguistics. 4. 1 - 46.

Hayden, M., & Thompson, J. (1995). International Schools and International Education: a relationship reviewed. Oxford Review of Education, 21(3), 327-345. https://doi.org/10.1080/0305498950210306

Nordmeyer, J. (2020, September 30). Language Matters. The International Educator (TIE Online). https://www.tieonline.com/article/2784/language-matters.

Russo, M., Islam, G., & Koyuncu, B. (2017). Non-native accents and stigma: How self-fulfilling prophesies can affect career outcomes. Human Resource Management Review, 27(3), 507-520. https://doi.org/10.1016/j.hrmr.2016.12.001

Spiro, J., & Crisfield, E. (2019). Linguistic and cultural innovation in schools: the languages challenge. Palgrave Macmillan.

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Alysa Perreras is an antiracist consultant and researcher for international schools and is driven by revolutionary love and radical possibility. She also works as the inclusion manager, Latin America for Netflix.
Twitter: @PerrerasAlysa

Matt Hajdun is the assistant director of learning at The Columbus School (TCS) in Envigado, Colombia working to transition the school to an additive bilingual model aligned with a more inclusive and progressive language policy.
Twitter: @HajdunHomeroom

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Language Policies Should Be a Part of Our DEIJ Conversations | The International Educator (TIE Online)

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Guiding questions to invite schools to analyze their current language policies with a DEIJ lens...

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Organisation to Decolonise International Schools (ODIS)

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Organisation to Decolonise International Schools (ODIS)

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Organisation to Decolonise International Schools (ODIS)

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UPCOMING EVENTS:

Watch this crucial extract from the inaugural event of ISADTF (International School Anti-Discrimination Task-Force) at Ecolint, in Geneva, October 14-15 2022.
Read more on the Mulgrave School DEIJ page

Study on Gender and Sexual Minority Students and Leaders: Sense of belonging for GSM students in international schools with visible GSM leadership by Douglas Beam Ed.D.

With the IBO, AIELOC, ECIS, and ECOLINT
October 14-15 2022 in Geneva
ODIS has been invited to participate in the inaugural event for the International Baccalaureate. We are very excited to be meeting everyone face-to-face for the first time. Read the ISADTF vision and mission as well as more on the event in the link above.

About us:

Added to regularly. Send us your suggestions via social media!

A list compiled by us (see below for articles we ourselves have written, podcasts and conferences we were featureed in etc
Articles, petitions, TED Talks, books, curriculum resources etc. Pertaining specifically to issues of discrimination in international schools and overseas education in general, as well as teaching resources on global topics and anti-racism guides. A non-exhaustive list, always accepting suggestions.

Films, books, music and more celebrating Black culture around the world

OUR LATEST WORK:

*By Xoài David and Anna Clara Fontoura Fernandes Reynolds. August 2020. * "The international school culture in which we were raised is generally synonymous with "white" culture-the assimilation of it and consequent "othering" of everything non-white." (excerpt)

Medium Article by Xoài David, June 2020 "As someone who's attended seven international schools over the course of her childhood all over the Global South, I can affirm with some amusement that I am indoctrinated in the ways of the international baccalaureate... " (click the link above to access the rest of the article)

Clara Reynolds and Xoài David, international school alumni, are asking international schools to face their colonial roots and current practices in the spirit of anti-racism and decolonization. Listen to their stories of how their perspectives changed about the IB and International schools once they left school and moved on to university. Released 29th August 2020 In this final episode of the first season, I met former international school students Clara Reynolds and Xoài David, two twenty-one year olds on a mission to decolonise the curriculum in the world of international education. Their movement began as "decolonise the IB" and is now the Organisation to Decolonise International Schools. It has taken hold and empowered other international school alumni, teachers and students. Released 31st July 2020
Conferences/videos:

LGBTQ+ teachers and leaders in International Schools - a Casual Webinar

Very excited to announce this upcoming webinar that we've been cooking up for a while with old and new friends - queer teachers and leaders from international schools, from various parts of the globe, sharing their experiences and answering your questions (feel free to comment them below, though you can also submit them during the webinar!). Saturday April 16
Some topics we will touch on:
- Navigating discussion/inclusion of LGBTQ+ identities in the classroom in conservative countries/countries where holding such an identity is criminalised
- Safeguarding queer students and staff
- Queering elementary classrooms.
This is a great opportunity for you to give a shoutout to your student-led LGBT+ clubs, since many of you have reached out wanting to connect with similar initiatives in different schools. Our panel will feature speakers who have already written articles and presented conferences on such topics, as well as speakers who are currently conducting studies and seek volunteers to share their experiences.
**8 am EST | 1 pm BST | 2 pm CET | 8 pm SGT **

Sunday March 6 at 18:00 Kyiv time. (event by Giancarlo Picazo del Rosario)

January 27 2021Speakers:Pervious Ecolint Webinars:
Host: Yasmine Sadri
Anna Clara Reynolds (she/her)
September: Stories of and for Peace
October: Mental Health, Community and Self-Compassion
November: Belonging
December: Differing Abilities
January: Decolonisation as Reducing Harm
Xoai David (she/her)
Isabella McQuaker-Kajiwara (she/they)
Hayley Headley (she/her)

AIELOC conference: The AIELOC and Women of Color in ELT Conference aims to provide high quality professional development for international educators and leaders focused on representation, social justice, and equity studies.

ISC Research EdRuptors Conference 2021

Featured: Polly Akhurst (Founder of Amala), Kotoha Kudo (Founder of Reset Revolutioj), and Kevin Simpson (Founder of AIELOC), as well as co-founder Xoài David of ODIS.

YOUTH FORUM SWITZERLAND

Featured: Dr Danau Tanu (author of Growing up in Transit and anthropologist of all things Third Culture Kid), Hayley Headley (former UWC student and member of Critical Engagement diversity, equity and inclusion initiative) and student speakers Alistair Mackay and Michaela Johnson, as well as co-founder Xoài David of ODIS.

November 1st 2020: Two alumni teams from different Singapore international schools discussed the challenges and achievements they have made in urging their school board to make curriculum reforms and change campus practices to tackle discrimination and bring more diversity, equity, and inclusion to the community. This was a Guests: partially recorded event with each alumni team presenting their work, followed by break-out rooms where viewers can participate in the discussion. Watch the recording linked above.
- Out For Solidarity (representing Overseas Family School, OFS)
- DoBetterDover (representing United World College South East Asia Dover campus, UWCSEA Dover)

Students Unite - see everyone's progress

Our Database has the contacts of many student, alumni and teacher initiatives striving to bring about Diversity, Equity and Inclusion (DEI) related changes in international schools around the world. Though some operate privately a few have public websites! (Open Letter forms, Carrd/Link.tree sites, Instagram accounts) These show their progress, mostly as surveys and petitions, testimonies and letters to the school board. Have a look if you're looking for inspiration - we also share this on the "Schools Unite" highlight on our Instagram. Who knows, you might find a school you know there!

IB Student and Educator Surveys (June 2020) - CLOSED after recieving 600+ and 150+ responses respectively

Last updated: 10/Nov/2022

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Organisation to Decolonise International Schools (ODIS)

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We are a network of international school alumni who have connected and committed to: decolonise highly Western educations, teach BIPOC matters and demonstrate *real* global-mindedness

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An open letter to the international school community: our role in the black lives matter movement

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An open letter to the international school community: our role in the black lives matter movement

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International school communities in the Global South are connected through the curiously unique experience of attending or working at an international school. Many of us find it difficult to explain our very nuanced experiences as students or teachers in said communities, and often find friendship in other individuals who have had similar experiences, who may understand. For reference, an international school can be defined as an educational institution which adopts curricula differing from that of the host country's, with an emphasis on global citizenship.

Those who have attended international schools in the Global South may fondly recall the diversity amongst our graduating classes, as well as the days we spent celebrating cultures other than our own, like Diwali or Chinese New Year. These institutions also provided us with the ability to travel to places far and wide, generally on service trips presented as a means to aid those less fortunate than ourselves. For most, thoughts of international schools conjure up images of racial harmony and tolerance, a utopian society where matters of race simply do not exist; an example of a post-racial society, if you will.

Now, as protestors in the United States march against systemic anti-Black racism and police brutality, some international school students - particularly those living outside of the United States - might wonder what this fight has to do with them. Even more dangerous, they might conclude, "This has nothing to do with me." To that end, we must understand that our upbringing in an international school setting does not mean we are exempt from being racist, either overtly or covertly. Contrarily, our upbringing and success has been contingent on the maintenance of global White supremacy, demonstrated through our ability to assimilate in Western countries, privileging their cultures, languages, and educational systems before our own.

The birth of the international school can be traced back to the migration of European expatriates and diplomats to developing countries in the Global South. Understanding that their time - and in effect, their children's time - in said context would only be temporary, diplomats and expatriates sought to create an educational system comparable to those in their home countries, which would eventually recognize and transfer their children's educational credits when they moved back. And so, the international school was born.

Today, there are more than 11,000 international schools globally, and over 5.6 million students attend such institutions. However, they do not only cater to the children of Western diplomats and expatriates. Today, international schools also function as a pathway to Western higher education for local, wealthy families. As such, admission into Western higher education institutions is a symbol of success, and one many local students in the Global South aspire to.

Access to international schooling in the Global South, however, remains financially exclusive. Most annual international school tuition fees are comparable to annual tuition fees of universities in the United States, which are notoriously high and unaffordable. In comparison to the gross domestic product (GDP) per capita in most countries in the Global South, international school tuition fees are simply not feasible for the vast majority of its citizens. Thus, international schooling in the Global South is primarily reserved for the upper class. In effect, the international school system both contributes to and exacerbates global inequality, as only a select few in the Global South are afforded what is considered to be a world-class education.

Sociologists William I. Robinson and Jerry Harris understand this phenomenon as the formation of the transnational capitalist class (TCC). Robinson and Harris contend the TCC transcends national borders. Under the transformative forces of globalization, this shift in ruling class is distinct: "global class formation has involved the accelerated division of the world into a global bourgeoisie and a global proletariat, and has brought changes in the relationship between dominant and subordinate classes" (Robinson and Harris 2000:17). As such, it is paramount that international school students and alumni acknowledge our privilege not only on a local or regional scale, but also on a global scale. We must contextualize our opportunities and achievements within a global context, as well as understand how we benefit from global systems of inequality.

For those with ties to the international school community in the Global South, we must face the reality of our curated existence in the global cities we resided in; we existed in a parallel universe to most, one completely unrepresentative of the lived experience of those less fortunate than us. We found ourselves able to enjoy the thrills of the global cities we resided in without having to acknowledge the staunch wealth inequalities, racism, and structural injustices which also characterized said cities. The gates delineating the school grounds acted as a protective barrier, leaving our campuses untouched from the issues and inequalities that plague our respective societies, which, in turn, allowed us to exist in our constructed racial paradise laden with economic privilege.

In the context of race, international schools in the Global South are often advertised as sites of racial diversity, tolerance, and acceptance. Thus, many in the community believe there is little to no work to be done in reckoning with the racism that exists on international school campuses. This, of course, is false. Worse, it engenders a culture of bystanders to racism, allowing overt and covert racism to exist and remain unchecked. As such, instead of educating a cohort of youth who are more likely to stand up against acts of racism and commit to being anti-racist, international schooling in the Global South creates a culture of complacency, of youth who believe "this doesn't pertain to me," who may fail to identify racist acts as such because it was never explicitly discussed in their educational institutions.

International schools, then, become susceptible to colorblind racism, where folks claim to "not see color." This gives way to racist behavior from those who are either consciously or unconsciously committing acts of racism. This often leads many students of color in such settings to suffer at the hand of racism by their peers, but to stay silent on such issues, as they may lack the language to identify and articulate their experiences.

Other students of color, who may not have personally suffered from racism during their years at their respective international schools, may have experienced their first racist encounters at the Western higher education institutions they attended. They may have been asked, "Why do you speak English so well?" or had racist slurs and epithets directed towards them by their peers. Sometimes, they may have been unaware of the racism directed towards them behind their backs. Regardless of how or when, many students of color have experienced racism firsthand. We should thus be aware that we do not live in a post-racial society, and that the shelter of our international school campuses can only do so much for us. Conversely, this shelter has failed us, as we were unequipped to handle acts of racism head-on, whether directed towards us personally, towards our friends, or towards a stranger, oftentimes while we watched as bystanders.

On the other hand, White students in international schools in the Global South have benefited from the celebration and prioritization of their Whiteness. Many thrived in this very niche space as they were able to draw attention to themselves for traveling to "exotic" islands and countries, the ability to hold basic conversations in their host country's language, or even for having friends of color. Many saw themselves as non-racist for these very reasons, amongst others. The fact of the matter is that the educational institutions they attended were built for them. They were able to enjoy select parts of their host country's culture while still existing in predominantly culturally White spaces. To ignore the social, cultural, and economic privilege of Whiteness in the niche space that is the international school system in the Global South would be entirely negligent, and would fail to acknowledge the structural racism and inequality embedded in such institutions.

In the same vein, many White folks might define themselves as "global citizens" or "third culture kids." However, blurring racial identities under the umbrella of vague terms, such as the aforementioned, fails to acknowledge the variegated lived experiences of international school students, especially in the context of race. It trivializes the privilege of Whiteness in the Global South. For White folks: students, administrators, and teachers, it is important to deeply interrogate what opportunities your Whiteness has afforded you and why. The same is true of half-White folks who are able to adapt and switch when they choose, who have also similarly benefited and continue to benefit. I contend it is essential to avoid using such terms in international spaces, and instead, acknowledge our varied positionalities and how they function to benefit some while harming others.

For the author, as a half-White individual and a product of international schooling in the Global South, I enter adulthood continuing to disentangle the false narratives I've been fed over my years of schooling. Instead, I am committed to acknowledging the international school system as an inherently racist and Eurocentric one. Further, I continue to actively reckon with my own racist beliefs and behaviors, and my own internalized racisms.

To those who may be reading this, we must do better. We must do the work and commit to being anti-racist, as opposed to just "not racist." As you post your graphics on social media, attend your marches, and demand justice for the many innocent Black Americans murdered by a vicious and racist police force, remember your own role in these events. Many of us have comfortably said the n-word, either while singing along to a popular song or in casual conversation. Many of us have expressed racist sentiments against Black people. Many of us didn't know why this was wrong. Some of us still don't. The fact is, the systemic oppression and brutalization of Black people is not a problem specific to the United States; it is a global one, one in which we are all complicit. Black people continue to be discriminated against in Thailand, in South Africa, in Australia, in the United Kingdom, in Germany, in South Korea, in [insert your home country here].

The question we should ask ourselves when we watch the powerful protest of a community angry, hurt, and exhausted over the news of yet another Black life stolen by an inherently corrupt and racist system is not, "What does this have to do with me?" Instead, we must ask ourselves: How am I complicit? How can I grapple with my own racist behaviors and beliefs? How can I further educate myself on this global phenomenon? How can I do better?

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An Open Letter to the International School Community: Our Role in the Black Lives Matter Movement...

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International school communities in the Global South are connected through the curiously unique experience of attending or working at an international school. Many of us find it difficult to explain our very nuanced experiences as students or teachers in said communities, and often find friendship in other individuals who have had similar experiences, who may understand.