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I have been living and teaching in Saudi Arabia for the last five years.  Before moving to Saudi, I lived in Portland, Oregon (USA) where the rain made the trees lush and the open minds created a very accepting culture.  I loved it there – but I wanted to open my eyes wider to the world. I wanted to be surrounded by different cultures and religions. Since moving to the dry desert of Saudi Arabia, I have visited 28 new countries, taught 35 different nationalities in the science and PE departments, and have been surrounded by a culture that partakes in Ramadan and prays five times a day. THESE are just a few reasons as to how my eyes have opened wider to the world, becoming an international citizen and embracing international mindedness.

When I first moved to Saudi, I was looking forward to being surrounded by Arabic speakers, camels, and monkeys. [I honestly thought it was going to be a combination of Aladdin and Sex in the City 2, hence the monkeys and camels.] Sadly, this wasn’t the case. Due to the country of Saudi Arabia having so much money (thanks to the oil industry), most Saudis don’t see the need to partake in labor jobs. While out in the community, most of my interactions are spoken in English and with workers from other Asian countries such as India, Philippians, Pakistan, Sri Lanka, and Nepal (where most of the labor workers come from). The Saudis have a very hidden culture (behind tall compound walls) that very few Westerns are able to tap into.  Also, most of my friends who work for the oil industry or military are typically from the United Kingdom, Australia, Canada, and Lebanon.  I might be missing out on one culture (Saudi Arabian), but I’ve been able to learn so much more from countless other countries.  One thing that I find intriguing is that I speak the same language as the British, but we have different dialect/words/meanings/spellings/pronunciation. This can create a very international conversation and typically end in laughter.

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1. What does international-mindedness mean to you?

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1. What does international-mindedness mean to you?

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Since living and working abroad, my interpretation of “international mindedness” has changed due to personal experiences.  Prior to working abroad, I had only traveled – and you can only learn so much about a country when traveling for a week or two.  International mindedness is about understanding and accepting people, cultures, norms, religions, and races with a sprinkling of service to help deepen the connection.

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2.What does it means to be a “global citizen”?

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2.What does it means to be a “global citizen”?

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With hopes of understanding the world as a whole – as apposed to only understanding the culture and the norms associated with your passport.  Then again, do you identify with your passport, race/culture, or current residency?  Behold the “third culture kid” or "global citizen" who may struggle with identification due to being an international student to the world.  It has its benefits, but also has its struggles.

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3. How do schools today prepare students for global citizenship within biology and other group 4 subjects?

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3. How do schools today prepare students for global citizenship within biology and other group 4 subjects?

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As a future IB teacher who will be teaching IB Biology and IB Environmental Systems and Societies, I believe these two subjects along with other group 4 subjects in conjunction with other IB classes, CAS, IAs, EAs, and other requirements within the IB program will help create the foundation for a student to become a global citizen.  The key word being “become”! We as teachers can help guide students to becoming global citizens by opening up their eyes to the world. Some people are born or move to a new a culture/community that might not “match” their passport (third culture kid). Some people are born in the same culture/community that is associated with their passport.  It might be easier depending on the situation, but the bottom line is, it is their choice to understand and accept people from other cultures. As an IB teacher, we can help deepen their understanding of subjects by providing an education that can relate to real life examples. Topics within Biology and ESS, can help provide this foundation.  For example, discussions on pollution, human impacts, genetics, and evolution are great opportunities to integrate global citizenship.

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4. What are the ways in which the texts, topics, or ideas in your classroom have benefited from contributions from other communities, cultures, and nationalities?

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4. What are the ways in which the texts, topics, or ideas in your classroom have benefited from contributions from other communities, cultures, and nationalities?

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We as international teachers typically have easier opportunities to create a classroom environment that is full of cultures.  In my past school (in Saudi Arabia), I typically had 7-10 different passports nationalities and three major religions (Muslims, Mormons, and Christians) in each class of 18-24 students.  It provided great discussion opportunities due to different perspectives. One of my favorite topics (which sometimes requires some “tip toeing”) is evolution. Coming at it from a scientific standpoint – but knowing students might believe something different at home. Another favorite topic is discussion the reproductive systems (when I was teaching Anatomy & Physiology). Many students did not speak with their parents at home regarding puberty or their own reproductive systems. It gave students of different perspectives to ask questions that they were extremely curious about. On a side note, many websites or texts are blocked (in reference to the reproductive systems) so this was beneficial to discusses in class because they lacked resources.

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6. What activities have you carried out in your class that have knowingly or unknowingly highlighted or celebrated international-mindedness?

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6. What activities have you carried out in your class that have knowingly or unknowingly highlighted or celebrated international-mindedness?

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One of my favorites activities that I created was called “gathering of the minds” during the human impact portion of the ecology unit. I had students with pre-assigned citizen roles that they had to research their perspective of global warming and dress up as that citizen. Some examples of citizens included the President of Green Peace and Donald Trump. I created questions and requirements that set up the discussion for success. Many students have stated that it was their favorite activity all year long and begged to do in again for a different unit.

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5. How can you help your students understand the importance of international understanding as it relates to your course?

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5. How can you help your students understand the importance of international understanding as it relates to your course?

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Exposing our students to as many different perspectives (scientific or society), cultures, communities, and ecosystems as possible. Our resources need to be credible – but also eye opening. For example, some resource might include: websites, magazines, newspapers, photos, and news shows. On the flip side, they need to be exposed to non-credible resources so they know when to not trust a resource!

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In general, we want to bring balance into our lives.  Let that be homeostasis in the body, healthy diet, or social/personal time.  The same goes for international mindedness, striving to bring in a balance of cultural awareness and different perspectives. This is the root of international mindedness.