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Schools effectively incorporating intercultural understanding and global awareness

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Schools effectively incorporating intercultural understanding and global awareness

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Karen Franklin

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From International to Intercultural

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This article defines intercultural literacy as the competencies, understandings, attitudes, language proficiencies, participation and identities necessary for effective cross-cultural engagement. A new multidimensional and developmental model for intercultural literacy is proposed with reference to previous culture shock and cross-cultural adjustment models, and some implications for international schools are suggested. International schools, it is argued, are in a unique position to develop understandings and practice in relation to intercultural literacy. Not only can they do so-but they should.

ADLER, P.S. (1986) 'Culture shock and the cross-cultural learning experience', in L. Fiber Luce and E.C. Smith (eds) Towards Internationalism: Readings in Cross-Cultural Communication, 2nd edn, pp. 24-35. Rowley, MA: Newbury House, Harper & Row. Google Scholar

BREIN, M. AND DAVID, K.H. (1971) 'Intercultural communication and the adjustment of the sojourner'. Psychological Bulletin 76(3): 215-230. Google Scholar

CHRISTENSEN, C.P. (1989) 'Cross-cultural awareness development: A conceptual model'. Counsellor Education and Supervision 128(June): 270-289. Google Scholar

HANVEY, R. (1986) 'Cross-cultural awareness', in L. Luce and E. Smith (eds) Towards Internationalism: Readings in Cross-Cultural Communication, 2nd edn, pp. 13-23. Rowley, MA: Newbury House, Harper & Row. Google Scholar

INTERNATIONAL BACCALAUREATE ORGANIZATION (2002) www.ibo.org Google Scholar

USEEM, R. (1966) 'The American family in India'. Annals of the American Academy of Political and Social Science 368: 132. Google Scholar

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This article defines intercultural literacy as the competencies, understandings, attitudes, language proficiencies, participation and identities necessary for effective cross-cultural engagement. A new multidimensional and developmental model for intercultural literacy is proposed with reference to previous culture shock and cross-cultural adjustment models, and some implications for international schools are suggested.

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https://www.dbis.edu.hk/555/internationalism/internationalism-at-dbis Internationalism at DBIS

http://www.isaschools.org/index.php/services/internationalism International Schools Association

http://www.rafflesis.com/media/2624/ris-internationalism-policy.pdf Raffles International

Internationalism at RIS incorporates global citizenship, interdependence, values, language, diversity whilst demonstrating knowledge and appreciation for your own culture and the culture of others. RIS Definition of International Education. International Education serves as a link between countries and cultures.

https://www.qaeducation.co.uk/content/value-internationalism-education The value of internationalism in education

https://www.qaeducation.co.uk/content/value-internationalism-education Internationalism

http://unesdoc.unesco.org/images/0014/001478/147878e.pdf

pg. 19
THE ROLE AND OBJECTIVES OF

INTERCULTURAL EDUCATION

http://www.haydonschool.com/46/internationalism
Aims

To enable our pupils to know more about global issues and to:

celebrate the multiculturalism of our school, and of the local, national and international community of which the school is a part

understand the impact which global events and economies have on our daily lives

https://www.islux.lu/page.cfm?p=606
There are many characteristics that lead to the definition of an international school. Most agree that the best international schools base this definition on several key factors:

the multi-national and multi-lingual nature of the school's staff and students

the international transportability of the school's educational outcomes

the global consciousness of the school's curriculum

the transcendence of national borders with regards to academic programmes and accreditation

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Pedagogy and integration in curriculum

1. teaching methodology should include, not only the acquisition of knowledge and deeper understandings of cultures, but also an exploration of personal values and attitudes, and the values of others, combined with skills development

2. knowing - understanding - valuing - acting

3. May select from teaching:

intra-cultural learning about one culture in depth,

intercultural learning about other cultures where usually only a few components are studied across cultures

multicultural learning, - local and global citizens

trans-culturallearning - values shared across cultures

Can be research based (project based learning session?) on interests/ current topical issues

Importance of studying all is stressed, so student doesn't feel distanced/overly proud of their own culture.

Stresses Cross curricula studies - doing it across every subject (not just one hour a week focus) and has different suggestions for this.

Learning outcomes and Content for curriculum:

Basically:
Learn own language, learn about other cultures, opportunity to learn the national language and their own mother tongue, tolerance, develop skills of behavior towards others.

Content for education

civics, citizenship and cultural identities

Culture, language, heritage and cultural diversity (sense of own)

equality and human rights

peace and harmony among diverse cultures

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*Huge diversity of peoples across Asia
*advances in ICT and transport had brought about interconnectedness, however, not interdependence
*“As nations and cultures become ever more entwined, education systems must

give priority to: developing intercultural education as an understanding of other

people and an appreciation of i nterdependence, in a spirit of respect for values of

pluralism, mutual understanding and peace; promoting social cohesion through

education, through the development of citizenship education programmes,

emphasizing core values (e.g. pluralism, human rights, tolerance, participatory

democracy, equality of opportunity, justice).” (Unesco)

*Education should be relevant to the local intercultural

context, while also addressing broader national, regional and global intercultural issues.

*Respect for diversity - essential and central to education

*Global values plus individual/national values around local content need to be considered

*"Education shall enable all persons to participate

effectively in a free society, promote understanding, tolerance and friendship

among all nations and all racial, ethnic or religious groups.” (universal declaration of human rights - UDHR)

*Education systems, schools and teachers are responsible for strengthening the

child’s cultural identity and values, while also promoting respect and understanding for the

culture of others.

* critical role that education

plays in fostering inter-cultural, inter-religious and inter-racial understanding within and

between societies in the region

* intercultural understanding involves awareness, knowledge and understanding of many aspects of other cultures, for the purpose of living together peacefully and harmoniously. Also an understanding of our own culture, a deep exploration of our personal and cultural values, and the experiential development of respect and compassion for the rights of others, translated into positive action, are also required.

* Curriculum should include:
Learning to know
Learning to do
Learning to be
Learning to live together***(includes all of the first three)

* 6 principles of education underpinning IU
- Identity, language and cultural heritage
- Social justice, equity and human rights
- Valuing diversity and creativity – social and economic benefit for all
- Unity and solidarity in diversity
- Fostering tolerance, peace and social harmony
- Cultural inclusiveness and cultural appropriateness and sensitivity in education

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1.   The document includes standards that relate to intercultural understanding that should be included in our own standards.

·      A potential PD activity for staff would be to look at these standards and consider units in which they would apply

2.   The inclusion of standards is not enough, the school must be create and environment conducive to intercultural understanding

·      Our school meets the criteria on a surface level. It would be interesting to see how staff feel we do as a school in this regard (strongly agree to strongly disagree) to identify areas we may need to improve on

3.   A whole school approach is needed

·      The main point here is that the school have areas in which they need to improve. Setting up this PLC is a start, but time has been lost for one reason or another. Key takeaways: the school needs “organizational policies, guidelines, rules and decision making processes”; and an “underlying school ethos.” Creating a definition for the whole school will go someway to helping this

4.   Implications

·      There are no negative implications being mentioned here. I cannot foresee how including this will have downsides to our students. However, time will be an issue as it always is in our school.

5.   Activities for Teacher Educators to Address Intercultural Understanding in Teacher Education

·      Again, some activities that could be useful as a PD exercise. It aims to tackle cultural understanding of key aspects related to school: ethos, policy and governance; learning environment; curriculum; pedagogy; resources.