I like the fact that we discussed that we always look at the differences between people instead of there similarities. Its much more easier to communicate with people from all over the world when you look at the similarities instead of there negative points.

We discussed about our own identity. What is your personal identity? A personal identity can be so many things. I wrote down the words; Dutch nation, sportive, food (to eat and to cook), german teacher, love painting and a fashion lover. This is something that makes me unique and its possible that someone else also loves painting or is very sportive but even then there are differences between every person.

It was nice spending time together at this beautiful location on the beach and talk about this and that. Normally everyone is so busy doing there thing that we forget to talk, discuss and gaining ideas with each other. I think we can learn a lot from each other because each of us has there own experiences and its important to share that. 

The course called 'Classroom with a door to the world' couldn't have kicked off with a more meaningful question since knowing your own identity is closely related to how you view your culture, customs, family etc. By defining ourselves as  Dutch we might actually be saying a lot. Would I ever define myself as 'European' or as a 'global citizen'? In my heart of hearts I do not think so. An objective we as teachers need to reach though is making pupils aware of their European identity, or helping them grow a European identity. Knowing and doing are two distinctly different things though. I know I am European but do not feel like one; I know I need to help our pupils grow in this sense and yet ... I have some growing of my own to do. 

Today I realised yet again how vital it is to keep an open mind (keep the door open to invite strangers, different outlooks etc.). It is by crossing figurative and personal borders that we get to learn both ourselves and others. A national identity is important so people take care of their country and its inhabitants but it is equally important to have an international identity. Finding common ground makes it easier to connect with people who do not share the same identity, be it cultural or professional. 

During lunch we could share our national identity by sharing Dutch food gems like a peanutbutter sandwich, chocolate spread and choclate sprinkles on, what else, bread. We crossed our national boundaries when we experienced typical Guadeloupean food (a coconut as a treat) and Lithuanian food (a cakelike snack). One might argue that this was just 'small step' but for me it was a GIANT step when I tasted something I potentially would not like. As a notoriously bad and fussy eater I tried a little bit of coconut, dreading it a bit since I did not like the Bounty bars filled with coconut either. I was pleasantly surprised when I actually liked it and even went for seconds, thirds and fourths :). 

Small step for MAN, giant leap for ME. 

Let's cross some more (personal) borders these two weeks and see whether I can teach my pupils how to do the same. 

In the picture you can see my giant leap ;).

We spend today contemplating what constitutes a national identity and how international projects can help our students get a better view of their own national identity.

Exactly by exposing them to other countries and cultures, they learn what it means to be Dutch. Because in these other countries they can see, both what they share with other European countries and which is part of their identity, but they can also see the what sets them apart as Dutch people. This lets students learn what it means to be a Dutch person in Europe. 

I was also personally inspired by the idea that any place can be a classroom, often on these exchanges in other countries you talk to your students in the hotel in the evening and talk to them about what they noticed and what’s different etc.. These conversation can be used much more effectively if you are aware that such a situation is effectively an opportunity for you to teach them something about this national identity. In my experience you can often learn children the most in situations where they are not even realizing you are teaching them. 

I think this is what this course means when it talks about providing structured support to guide students during a cognitive disturbance, to get the most meaningful insights and ideas out of those conversations. You have to realize in advance what you want students to take away from trips like this on their own national identity, and use that goal as a way to structure your conversations with students during these trips, so that they end up with the learning goals you, or the project, has set for them.

Some of this information was not new to me since I had done some prior research but I was fascinated to hear about the impact of a lighter skin color in the family, that there are real differences on the Island since one section is inhabited by white people only. 

A name and it’s meaning is very important in the Persian culture so a lot of time and attention is devoted to finding the right name of the new member of your family. This was of course also the case for me but during our first assignment we had to think of a number and a color which we associated with our name. This was a very interesting experience for me since I had never thought about it. 
 
 I loved reading the poem by Benjamin Obadiah since I could really relate to him. Living in Holland means living with 196 other nationalities on everyday basis. And even though we live, work, even eat next to each other, I don’t think there is an actual closeness within. Everyone is tolerated but not accepted and this has to change even if it’s going to be a very slow one.