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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.

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Indian Boarding Schools

Carlisle Indian School Digital Resource Center

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Nazi Book Burnings

Book Burnings in Germany

I just learned this famous Nazi book burning happened at world’s first trans clinic

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The Welsh Not

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International School Recruitment

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Jim Crow Museum: Literacy Tests

National Archives: Voting Rights Act of 1965

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The dismantling of Mexican-American studies in Tucson schools

What Arizona’s 2010 Ban on Ethnic Studies Could Mean for the Fight Over Critical Race Theory

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Diversity, Equity, Inclusion, and Belonging

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Diversity, Equity, Inclusion, and Belonging

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Diversity, equity, inclusion, and belonging help all students and adults in a school community thrive. The National Association of Independent Schools (NAIS) supports the work of its 2,000 member schools and associations in this important work.

Diversity of Independent Schools and Diversity in Independent Schools
There are more than 2,000 Independent schools across the United States serving more than a million students in preschool through 12 th grade. Each independent school has a distinct mission and philosophy and determines the curricular offerings and other programs that will best serve its students.

The breadth of educational options provided by independent schools-including progressive schools and more traditional schools, boarding schools and day schools, secular schools and schools with a religious affiliation, single-gender schools and coed schools-means that every family can find a school that will serve their student well. This range of school types and academic offerings strengthens the American education system.

Similarly, having a school community that is diverse in many ways helps all students thrive. Diversity can refer to any form of difference, including race and ethnicity, social class, neurodiversity, religion, gender, national origin, ability, and many other factors. Research has repeatedly shown that organizations that leverage their diversity are more innovative and more successful because the different perspectives people bring enrich discussions and encourage more creative problem-solving.

But that very difference of perspective can also make getting along in diverse communities complex. People must learn to collaborate effectively across difference, acknowledge and respect multiple worldviews and experiences, and learn how to communicate when differences of opinion get heated. Sometimes, differences can obscure the numerous similarities among individuals in a community.
What is DEI?
Diversity, equity, and inclusion work (often referred to as DEI) in independent schools seeks to help community members navigate differences and similarities so that everyone can realize their potential.

Diversity refers to the full range of human differences within overarching similarities. These differences can be visible or invisible, mutable or not. Schools foster diversity by ensuring that their communities include people from many different backgrounds and perspectives.

Equity means ensuring that everyone has equal access to the opportunities that will help them thrive. Not everyone in a school community will have the same needs; schools can address equity by understanding the needs of each student and providing the tools or opportunities that will support their development.

Inclusion refers to individual and institutional behaviors that show people they are accepted, respected, and valued. Inclusion helps ensure all community members have access to the benefits and opportunities the school provides. Inclusion is also closely related to belonging.

Belonging refers to the emotional and experiential outcome of inclusion. All humans share the need to be taken in, cared-for, protected, and valued by a group, community, or organization. Belonging gives people a voice in a community, and encourages and enables them to contribute to it and to expect support from it as well.

Why Are These Concepts Important?
Talking about the many ways we identify and experience life can help students and adults better understand their own world views, as well as the unique perspectives each person has in a community. Supporting open dialogue about difference allows community members to develop empathy and respect, to show up as their authentic selves, and to know that they belong at the school and are truly valued.

Belonging is a foundation for learning. When students know they belong and feel valued in a school community, they are comfortable taking the academic risks necessary to grow and develop. Belonging is tied to academic engagement and achievement for all students.

Many of the skills gained through education in racially, ethnically, and socioeconomically diverse schools are vital for success in college, career, and life in the 21st century, including critical thinking, empathy, collaboration, communication, social skills, flexibility, and leadership. Students who do not have the opportunity to practice and hone these skills in school will be at a disadvantage in college admissions and in the job market.
What is NAIS's Role in DEI Work?
NAIS believes deeply that addressing diversity, equity, inclusion, and belonging helps all students and adults thrive, and the association encourages its member schools to engage in this work in ways that embody and reflect the school's mission.

NAIS does not accredit schools and it does not mandate that DEI work take a specific form. As a voluntary membership organization, NAIS shares information and resources and serves as a hub to connect individuals within member schools to others who are dealing with similar issues and creating similar opportunities.

NAIS's signature event to support equity and inclusion in independent schools is the annual NAIS People of Color Conference (PoCC). PoCC seeks to provide safe spaces for leadership and professional development for people of color, and networking for people of color and allies of all backgrounds in independent schools. The conference equips educators at every level, from teachers to trustees, with knowledge and skills to improve both the racial, interethnic, and intercultural climate in their schools, and the academic, social-emotional, and workplace performance outcomes for students and adults alike.

The NAIS People of Color Conference, the NAIS Annual Conference, multiple leadership and professional institutes, and other member services fuel and support the academic excellence and positive school climate and culture our families, students, and faculty seek, and for which independent education is known and regarded.

Katherine W. Phillips, "How Diversity Makes Us Smarter," Scientific American, October 2014; online at https://www.scientificamerican.com/article/how-diversity-makes-us-smarter/; Rocio Lorenzo, "How diversity makes teams more innovative," TED Talk, October 2017; online at https://www.ted.com/talks/rocio_lorenzo_how_diversity_makes_teams_more_innovative?referrer=playlist-a_blueprint_for_diversity_in_the_workplace&language=en; Franz Johansson, "Why Diverse and Inclusive Teams Are the Engines of Innovation," Great Place to Work, June 11, 2020; online at https://www.greatplacetowork.com/resources/blog/why-diverse-and-inclusive-teams-are-the-new-engines-of-innovation; Scott E. Page, The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies. Princeton, NJ: Princeton University Press, 2007.

Jerome St. Amand et al., "Sense of Belonging at School: Defining Attributes, Determinants, and Sustaining Strategies," The International Academic Forum (IAFOR) Journal of Education, Volume 5, Issue 2, Summer 2017; online at https://files.eric.ed.gov/fulltext/EJ1156289.pdf

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Diversity, Equity, Inclusion, and Belonging

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Diversity, equity, inclusion, and belonging help all students and adults in a school community thrive. The National Association of Independent Schools (NAIS) supports the work of its 2,000 member schools and associations in this important work. There are more than 2,000 Independent schools across the United States serving more than a million students in preschool through 12 th grade.

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Happy new(ish) year everyone! As we kick off the new year, I have been fortunate enough to be thrown in a client space where equity, diversity, and inclusion (ED&I) are constantly at the forefront of our working topics.

I wasn't hired to be the ED&I expert on this engagement, however the work that we do at August often dips its toes into conversations about ED&I because our purpose is, in fact, to create more equitable workspaces where talented people can thrive. So I've been banging my head against the wall these last few weeks in attempt to understand how can we as an organization focus so intently on equity, yet still struggle to identify and define our point of view on how we speak about diversity and inclusion in the workplace more fluently.

I realized, that ED&I gets different definitions depending on the group I'm working with. If you ask a senior executive leadership team inside a wealthy Fortune 100 organization what ED&I means versus an urban community-based nonprofit organization, you'll get strikingly different responses.

The former might think of ED&I as one conglomerate - an ongoing conversation, or series of projects, about how we foster a progressive workplace in the 21st century. Example of these might be improving gender and racial diversity when hiring and promotions or creating more holistic programs that make the lives of our employees better (e.g. better parental leave, work from home days, or improved time off structures). On the other hand, the latter (the nonprofit) might think of ED&I in the same frame of reference on internal topics, but includes the way we connect with our clients/audiences/customers externally as well. In fact, they look at each definition uniquely - equity, diversity, and inclusion - as having different meanings for different issues and groups of people.

In order to help wrap my mind around these definitions, I reached out to a close friend who has a spent his entire career on creating programs that foster more equitable spaces for children to learn in our American public school systems.

Here was his response:

This is an important question, as these words are used commonly used interchangeably. It is essential to differentiate these terms, to create shared meaning, to achieve a mutual understanding properly.

When thinking of diversity, biodiversity comes to mind: a variety of living organism in a particular habitat or ecosystem. We find this in nature! The term diversity between people can be understood as: the presence of difference. It's that simple. This can refer to people of various races, genders, socioeconomic status, sexual orientation, religions, ethnicity, or national origins, mental or physical abilities. When applied to an organization, defining diversity should include cognitive diversity (diversity of ideas) and cultural diversity.

At the core of inclusion is diversity. Inclusion means that people with marginalized identities feel as if they: genuinely belong, are valued and relied upon, empowered and ultimately matter. Like diversity, inclusion is an outcome and often an actual experience of the workplace, one that holds real potential or implications.

Equity, in many regards, are the norms, fundamentals, and/or policies in places that ensures everyone accesses to the same opportunities. Equity requires preliminary work to identify imbalances, loopholes, or unequal starting places.

So in my attempt to understand how we talk about each of these, I have recreated a diagram that I found from Turner Consulting Group (a Diversity and Inclusion consultancy based in Toronto), to organize my thoughts.

Each element represents a different piece of the full human experience. Addressing only one or two of these falls short on gaining, what I think is the full human experience - a sense of belonging.

This diagram were the thoughts that I pulled together on a late night in my hotel in NYC. Since then, I've posted this image to twitter to see what feedback or insights I could get from anyone interested in the topic.

I realized, from feedback shared with me, that it is easy to recognize when you are the one left out of any one of these areas; that feeling of being the "other" persists. It might even manifest itself in ways where you have to code switch at work, assimilate to a new culture you wouldn't otherwise, or just say nothing knowing essentially you're voiceless, unheard, not respected in your area of expertise, then essentially left out of career progression and upward mobility.

Some of original feedback I got was, " it reads a bit negative" or "name some of the good outcomes of having at least two." I struggled with this because, I believe, two of these aren't enough and shouldn't be perceived as a good outcome.

Here are a few examples of each "scenario" of having two elements but falling short on the other:

Situation 1: Equity and Inclusion, No Diversity #somanywhiteguys. Imagine the boardroom of all white men. This is the extreme example that I think of in this scenario. Sure they all have a seat at the table and the opportunity to share and have their perspectives heard. Assuming decisions are made in the boardroom, those perspectives held make policy and changes to the organization (and sometimes the public and our environment). Great, right? Sure, if you are a company of all white men whose customers are all white men and every policy and decision made only impacts other white men. This is almost never the case. Without diversity no new perspectives are heard. Policies are established and implemented benefiting the interest of those in power. Organizations lose their competitive edge because innovation slows down without diverse perspectives. The result of this is that employees leave because change is too slow. That $1B new idea just walked out the door because it was just not "core to the business."

Situation #2: Inclusion and Diversity, No Equity #powerstruggle. Imagine the bold, progressive community organization that is excited to advocate for new change and policies or a public school system in an inner city. They pride themselves on diversity and inclusion! It's part of their mission statement and they boldly represent the voices of the community at large. However, those in positions of power or leadership positions do not represent the diversity of the community; in fact, beliefs held at the top are that of the dominant social ideology. A recent example of this was breakdown of leadership for the 2018 and 2019 Women's March. In short, the founders were excited to include women of color to bring diverse perspectives to help organize the march, however, those women of color were denied leadership positions until they demanded it. Another example is diverse inner city schools where children of multiple intersectional identities exist yet Black and Brown students are continuously punished more often and more harshly and bullying against LGBT, especially trans, students is ignored or rejected compared to their straight, cisgender peers.

Situation #3: Equity and Diversity, No Inclusion #iheardyoubut. This is probably my worst case scenario of all three. The other scenarios are a bit easier to draw attention to. There are hard and cold "facts" for someone to refer to (e.g. national statistics, employee self-identifying questionnaires, leadership demographics, etc). Inclusion, however, is a feeling based on an individual's experience. This scenario is best described as the "I heard you, but..." or "If I could play devil's advocate for a minute..." or "I have a friend who is X and they said..." mindset. In short, its erasure of experience and perspective; it's subtle and dismissive. You are invited into the boardroom, but you are expected to speak for all people like you. You are invited into the boardroom, but your idea isn't considered until a peer of the the dominant culture recognizes and claims your need for change as their own idea, even if you've pointed it out multiple times in the past. Essentially, you're invited to the boardroom, you're smart and have a fresh diverse perspective, yet you're ideas aren't heard or are commonly misunderstood. This scenario isn't hard to imagine, many people have been put in this uncomfortable situation. It's exhausting for those who are expected to show up as their whole selves, yet are expected to assimilate to the dominant workplace culture and not be too disruptive. As a result, diverse talent leaves from exhaustion and burnout from feeling like they don't truly belong.

In short, none of these scenarios are good. I don't have a positive way of framing either of these. If there is a spectrum from "good" to "great," in my opinion, none of these fit on the drawing board. They're not good and they're certainly not great at creating a sense of belonging on teams, inside our workplaces, or our communities. There are no positive outcomes from only embodying two elements because groups of people are consistently left out.

My hunch is that when the three are able to coexist within teams, and inside of organizations, an individual will feel a sense of belonging. I don't believe it is the responsibility of the organization or managers to ensure everyone feels that they have a sense of belonging. Belonging is the outcome of holding space where everyone truly feels empowered to speak up, make change, and shift the culture. It is the responsibility of those in leadership and of the dominant social culture to create these conditions.

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It's 2019, and We are Still Talking about Equity, Diversity, and Inclusion

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Happy new(ish) year everyone! As we kick off the new year, I have been fortunate enough to be thrown in a client space where equity, diversity, and inclusion (ED&I) are constantly at the forefront of...

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Culturally Responsive vs Culturally Relevant: Key Differences Every Teacher Needs to Know

Researcher Gloria Ladson-Billings on Culturally Relevant Teaching, the Role of Teachers

What is Culturally Sustaining Pedagogy?

Culturally Sustaining Pedagogy

Culturally Responsive Teaching

Culturally Responsive Teaching and the Brain

Glossary of Key Terms

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Read:

Texts for Identity for Middle and High School Students 🔗

Mirrors, Windows and Sliding Glass Doors

#Disrupt Texts

Honoring Students Stories: Identity Texts to Write and Diverse Texts to Read 🔗

View:

Funds of Knowledge: Drawing on Strengths to Cultivate Youth Writers (30min) 🔗

Poesias Para el Alma: Using Poetry as a Liberatory Practice for Multilingual Learners (36 minutes) 🔗

Language and Identity (6 minutes) 🔗

Listen:

The Day a Texas School Held a Funeral For the Spanish Language (3min)

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Cultivating Multilingual Ecosystems by Embracing Systematic Change

Being Multilingual is Not Cause for Intervention

From Monolingual Mindsets to the Multilingual Turn

Nurturing a Multilingual Ecology

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Multimodal Writing: Reflections and Shifts As We Move Forward

Compositions, Writers, and Teachers Made Whole

Anti Oppressive Literacy Meaning making Through Multimodal Composition

Genres, Forms, Modes Oh My

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What is UDL? Universal Design for Learning Explained

Removing the Barriers: Planning for All

UDL Guidelines

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Textured Teaching

Historically Responsive Literacy (HRL)

Literacy for All: A Framework for Anti-Oppressive Teaching

Ready for Rigor Framework

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Ding: the 4 I's of Oppression - I appreciate the framework for this as a ways to think about how oppression happens.

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Ding: the 4 I's of Oppression - I appreciate the framework for this as a ways to think about how oppression happens.

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and... it is also my "Marinate" - more time thinking about this and where it is appearing across our days.

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1. When and how to spot opportunities and address conversations about DEIJ with the schools that I am working with.

2. Specifically thinking about the curriculum work that I am developing for one school and the Spanish acquisition program, how do I ensure that I am being open/fair/awake/mindful and that the choices made are filtered through the 4 Is.

María Patricia

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Dinged: It's all feeling important! I had a chance to deep dive into multimodal writing and have lots of new ideas to support some literacy work (exhibition, unit work, and beyond).

Marinating: On more ways to make this a part of everything we do.

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Ding:

“Proponents of the multilingual turn suggest that the native-speaker goal should be revised and replaced by a goal of plurilingual competencies (Conteh and Meier, 2014; May, 2014 qtd in Rojas). This makes me wonder, how can I celebrate plurilingualism more in my instruction and the work I do with schools with EKC?

IBDP… yes, it taps into international mindedness, but the assessments and the scoring prioritize English speaking and writing to near perfection. How can DP teachers embed and prioritize translanguaging and other strategies into their classroom instruction to help students celebrate their multilingualismn whilst adequately preparing students?

Marinating:

How we start the DEIJ conversations at our schools, the school we work with?

What do parent conversations look like in the international setting?

How can we empower students to be more aware of DEIJ and literacy (thinking upperclassmen here in high school)?

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I inquired into identity and literacy, and it’s really made me reflect on the DEIB work we’re doing at my school; especially my role as a teacher in helping students explore their identities through literacy.

In some quick readings, I came across two phrases that stuck with me:

“Discovering our identity through literacy”

“Observing opposing discourse”

There’s so much to unpack here about the stories we tell, the voices we hear (and don’t hear), and the ways literacy can both affirm and challenge identity.

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The article that stood out to me most was about how being multilingual is not a reason for intervention. It made me think about the language that we use in our schools - is it student support, language support, student success, intervention...we have students who may be in need of instruction in a new language, but when does that happen, and what do we call it in our systems, scheduling and when allocating resources. And then to add assessments in means a whole lot more marinating...

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Language, especially in international schools, holds immense power. It can include or exclude, empower or diminish. It was a powerful reminder that the languages we elevate (or ignore) send strong messages about belonging and identity.

What’s still marinating for me: How are we involving and educating parents in this work? Are we bringing them into the conversation about representation, equity, and language? If not, how might we start?

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I'm going to be thinking about those 4 levels: Ideological, Institutional, Interpersonal and Internalized. Both a ding and something that will be marinating. Looking forward to our next time together. Thank you!

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Textured teaching is dinging and marinating for me. What's circling in my mind is the mindset, "We are empowered to engage students and each other in learning that is challenging and full of uncomfortable, but necessary, conversations."

I can see how this is essential to address across the four levels: ideological, institutional, interpersonal, and internalized.

As strategists, what does it mean to bring ease to our schools, while raising the rigor of deep inquiry into the systems around us? How can we intentionally facilitate profound, organizational learning and ongoing, strategic improvements that, collectively, amplify marginalized voices and nurture belonging for all?

Looking forward to the next session. Thank you, Beth! ~Annie

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As for other colleagues above, the Four I’s of oppression are both a ding and a marinating for me. I keep returning to how they intersect with school language policies, and how these intersections shape opportunities and barriers for our students. How might we change our systems so they nurture rather than limit? What do I need to do to be an agent of change? And what about my colleagues? How can we work together toward this vision? I imagine the possibility of a healthy multilingual ecosystem, where language policies open doors instead of closing them, and where positive outcomes are not the exception, but the norm. Thank you, Beth.

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The traits of Textured Teaching is really both the ding and the marinate for me.

As a language strategist, how to balance the rigor that is expected from the work we are doing with language teachers while also putting efforts to highlight the importance of students' own cultural and educational background so to facilitate an inclusive environment for every learner? This needs more than each individual's intentional work. It is institutional support and heavy lifting that has to come in structure.

Will continue pondering on this...

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EKC Strategist Chat. Literacy's DEIJ Lens. Hear Something, Say Something. August 2025