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Fostering and Maintaining International-Mindedness in a Mono-cultural School

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Fostering and Maintaining International-Mindedness in a Mono-cultural School

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    1. Fostering and Maintaining International-Mindedness in a Mono-cultural School

    2. Aim For participants to develop strategies to foster and maintain international-mindedness in their schools.

    3. The people chosen for the introductory activity have origins in one country or culture, but spent most of their life, and became well-known, in a different setting.

    4. In your group consider – What is International Mindedness?

    5. Use Venn diagrams to demonstrate the similarities and differences between- Mono-cultural

    6. What is: A national School An international school An international standard of education An international education?

    7. National School Offers the curriculum of the country that it is in, or represents.

    8. International Schools Usually established to provide an education for expatriate students living outside their home country.

    9. International Schools Often established to deliver a curriculum from another country, (eg: America, Britain or Singapore) using teachers predominantly from this home country.

    10. International Schools The curriculum is often tailored to meet a specific audience, especially those who will return to the home country at some time during their education.

    11. International Schools Some international schools choose a varied curriculum, delivered by teachers from diverse educational and cultural backgrounds.

    12. An International Standard of Education A term used to describe a school which may, for example Teach a franchised/licensed program from overseas, Teach in English or another foreign language (taught by native-speaking teachers) Uses resources and equipment brought from overseas

    13. An International Education Includes a focus on global issues, not just those of one particular country or culture. Encourages students to understand that all cultures have equal validity and to practice tolerance and understanding, leading to a peaceful world. Adopts values both across cultures and within each culture.

    14. An International Education Has characteristics which should include- - Exposure to different cultures within the school Exposure to different cultures outside the school Teachers who demonstrate international-mindedness - A balanced, formal curriculum - Leadership that incorporates the values of internationalism

    15. NOT teaching groups of students of different nationalities NOT studying the history, geography and customs of other countries NOT arranging for foreign exchanges NOT having a strong foreign languages department. An International education is:

    16. In groups consider - What will international mindedness look like in my classroom/school and in my students?

    17. IBO Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

    18. IB Learner Profile Thinker Risk-taker Inquirer Communicator Reflective Open-minded Balanced Caring Knowledgeable Principled

    19. Student Attitudes Appreciation Commitment Co-operation Tolerance Empathy Creativity Confidence Curiosity Enthusiasm Independence Co-operation Integrity Creativity Respect

    21. Support Readings “What does it Mean to Educate the Whole Child? – Nel Noddings, Educational Leadership – vol 63 No 1 “Framework for a Curriculum that is International” – Kathy Short – IB World, November 2003 “Becoming International” - Niki Singh, Educational Leadership, October 2002 “International Education in Practice” - Mary Hayden, Jeff Thompson, George Walker – Routledge UK, ISBN:0749438355 “Beyond Food, Festivals and Flags” Martin Skelton et al. Educational Leadership 2002 “Why a Global Curriculum Makes Sense” – Irene Davy, Dialogue for Canada’s Independent Schools – Spring 2006 (online) IBO website and follow the links to IB Research Unit– University of Bath Journal of Research in in International Education.

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