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W = Worrisome
What do you find worrisome about this idea or proposition? What’s the downside?

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S = Suggestion for Moving Forward
What is your current stance or opinion on the idea or proposition? How might you move forward in your evaluation of this idea or proposition?

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N = Need to Know
What else do you need to know or find out about this idea or proposition? What additional information would help you to evaluate things?

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E = Excited
What excites you about this idea or proposition? What’s the upside?

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1. That international mindedness is a lofty concept that might be broken down into workable parts. For example, the documentation draws from the work of Sing & Qi who consider past IB documentation to reflect three related concepts the help to pull apart IM: Global Engagement, Intercultural Understanding and Multilingualism (referred to at times as translanguaging). BY breaking it down in such a way, implementation can focus on smaller parts at a time. For example, units of inquiry might incorporate global literature that explores issues of global significance (power, privilege, gender, sustainability, etc) as a form of global engagement.

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4. Continuing the above but with students in mind, the documentation states schools should aim to encourage students to 'let go of their own assumptions or prejudices'. Where I don't think this is possible (not fully, anyway), it is important that schools explicitly plan learning engagements that make assumptions and prejudices explicit so that they might be interrupted and worked on.

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3. The idea that to be internationally minded is to '[challenge] assumptions through inquiries that honour diversity' is incredibly important. In my opinion, schools must not tread lightly in this area, and must explore in depth the assumptions that we all carry. For example, schools early in their journey might consider cultural proficiency training to make explicit this area of IM.

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2. Extending the above, educators must acknowledge that IM is not a thing unto itself, and emerges as a result of the development of Learner Profile attributes, Approaches to Learning, and language. Approaching IM in this way, again, helps to break it down into workable parts.

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Families who value academic results over learner profile could put little effort in promoting international mindedness within their homes. School needs to provide more than just parent training sessions and exploit this mindset as much as possible.

Examples of other school events and activities:

literature

cultural festivals

past and current influential public figures

food and fashion

going out into the community to engage with another school that is different from their own

taking appropriate action to support particular groups within the local community.

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IB has highlight three key areas for schools to integrate IM into their units and events, here are some examples:

focusing student inquiries on global human commonalities (units such as migration, children's rights, beliefs and cultures).

creating opportunities for meaningful cultural exchange and action (visiting and connecting to local communities and utilising technology to exchange with classrooms in the global communities).

embracing multilingualism to enhance intercultural dialogue and global engagement (language clubs and  parents sessions)

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IB recognise the development and demonstration of IM is complex and nuanced. A 2017 IB-commissioned research project found that IB schools demonstrate IM based on two interrelated concepts:

“reaching out”, to consider how we interact with others

“reaching in”, to understand ourselves in relation to others.

Schools should consider IM as a journey rather than an end point. This journey is a constant process of defining, learning, acting, reflecting and redefining.

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Developing IM can begins with the learner profile (LP). Many attributes of the LP can support the development of this mindset:

tolerant and respectful—understanding that other people, with their differences, can also be right

empathetic— understanding and sharing the feelings of another.

Below is a table with ideas on how to engage students with IM:

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I wonder, given the precarious cultural/political/environmental context we find ourselves in, how a focus on international mindedness either creates an urgency in the mind of young people to engage with this precarity in positive ways?