International Mindedness
Mr Rob Shepherd, Principal Le Fevre High School Pak Iwan Kresna Setiadi, Leader, Sekolah Pilar Indonesia
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INTERNATIONAL MINDEDNESS and Intercultural Understandings through IBO programs ď‚— The importance of International Mindedness and Intercultural Understanding in the IBPYP and IBMYP programs in educating socially responsible young people who are prepared for the challenges of global citizenship.
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Synopsis What is culture and why does it matter?
The role of schooling in enculturation and the role of IB schools in Intercultural Understanding and International Mindedness Finding a definition of International Mindedness and a model of Intercultural Understanding Role of the Values, Mission Statements and Learner Profile Practical outcomes for our students, staff and our schools through working together 3
Three Fundamental Concepts of the MYP include : Holistic Learning Intercultural Awareness Communication 4
Setting the context Schools all exist with in a cultural context
A significant aspect of schooling is its social purpose; to assist in the enculturation* of students to the wider beliefs, values and practices of
the society Schools are powerful enculturating forces In IBO schools we hope students will develop cultural literacy and intercultural literacy Asia Pacific Region intra and interculturally diverse nations/states and region
* Enculturation is the process by which a person learns the requirements of the culture by which he or she is surrounded, and acquires values and behaviours that are appropriate or necessary in that culture.[1] As part of this process, the influences which limit, direct, or shape the individual (whether deliberately or not) include parents, other adults, and peers. If successful, enculturation results in competence in the language, values and rituals of the culture. [1] Enculturation is sometimes referred to as acculturation, a word which recently has been used to more distinctively refer only to exchanges of cultural features with foreign cultures. Note that this is a recent development, as acculturation in some literatures has the same meaning as enculturation.
Grusec, Joan E.; Hastings, Paul D. "Handbook of Socialization: Theory and Research", 2007, Guilford Press; ISBN 1593853327, 9781593853327; at page 547.\
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ď‚— When a school adopts the IB values it provides its students with a new lens for viewing their own cultural environment ď‚— International Mindedness and Intercultural Understandings are an important part of the IB enculturation processes
Culture 
The shared values, norms, traditions, customs, arts, history, folklore and institutions of a group of people
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Integrated pattern of human knowledge, belief, and behavior that is both a result of and integral to the human capacity for learning and transmitting knowledge to succeeding generations ď‚— Culture is related to the development of one's attitude. One's culture plays an important role in shaping the principles of the individual's life. The cultural values of an individual have a deep impact on his/her attitude towards life. 7
ď‚— According to a behaviourist definition of culture, it is the
ultimate system of social control where people monitor their own standards and behaviour. ď‚— A community's culture lays the foundation of the living of
its people. It directs the ways of doing things, right down to minute details. The cultural values serve as the founding principles of one's life. They shape an individual's thinking and influence his/her mindset. It is integral to the way we live.
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IB and its Mission IBO “aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” George Walker, director general emeritus of the IBO, defines an international education as one that offers students the possibility of “discussing major world issues and knowing they can solve problems through cooperation at the local, national, and international level” (Walker, 2002, p. 20-23). 9
Alignment of the school According to the IBO’s standard, there must be “a close
alignment between the educational beliefs and values of the school and those of the IBO, promoting international mindedness in the minds of adults and students in the school community.” The school must not only value international mindedness in theory, it must also actively foster it by providing students with rich opportunities to learn about world issues and to get involved in activities that encourage responsible citizenship. Furthermore, all members of the school community must find ways to value the school’s own diversity and make the students aware of the diversity of the world outside of their school.
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International Mindedness • What is it? • Ian Hill, deputy director general of the International Baccalaureate • •
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Organization (IBO) is generally accredited with the promotion of the concept of ‘international mindedness’ shifting the focus from the process of education to its outcomes. ‘The IBO conception of international education focused on developing international mindedness and it comprised the following: • educating the whole person with academic breadth and CAS [Creativity, Action, Service] • citizenship education via service, preferably in the community external to the school • critical reflection, dialogue and research skills • intercultural understanding • learning more than one language • lifelong education; learning how to learn
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International Mindedness- a range of views • Beyond Food, Festivals, and Flags • • •
To prepare students to live in today's interdependent world, weave international mindedness into the fabric of your school's standards, instruction, climate, and assessment. Martin Skelton, Andrew Wigford, Pam Harper, and Graham Reeves Events of the past 20 years have led many educators to think more about the development of international understanding in young people. Their reasons for advocating this development, however, can differ substantially.
• 1. Socio/Economic-globalised economy and international
experiences
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Some people advocate an international approach to schooling because they recognize that the economic and social world is changing. Students currently in school may, in the future, work for companies run from entirely different continents, owned and managed by people from different cultures. These young people are likely to experience their career not as a job-for-life but as a portfolio of jobs. Many of them will work in several different countries, with colleagues from cultures scattered across the world.
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• 2. Advocacy for improvement in the world • Others advocate an international approach in response to
the many difficulties that the world is going through, including the threat of international terrorism, the rise of racially biased right-wing political parties throughout parts of Europe, and the degradation of the environment caused by our lack of awareness of the impact of our actions. For these people, internationally minded education holds out the best hope for eradicating fear and suspicion and achieving peace, tolerance, and global cooperation. 13
3. Internationalism as the reality of modern life • A third group is neither economically, environmentally, nor socially driven. These advocates believe that now, more than ever, international issues are an important part of modern life. International understanding should be included in the curriculum because it is, quite simply, a subject worthy of study.
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Issues with a Global dimension
Ecological – Global Warming, Pollution Economical – Poverty, Free Trade Political – Terrorism, Corruption Military – Nuclear Warfare, Invasion Hygiene/Health – AIDS, Epidemic Diseases, Drugs
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What are we aiming for in IB Schools? •
Education which respects, celebrates and recognises that there is diversity in all areas of human life
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Promote understanding of other people and cultures, fight racism and xenophobia, and promote equal opportunities for all.
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• What Does It Mean to Be Internationally Minded? • These different perspectives all offer strong arguments for the development of internationally based education. But the danger is that each group assumes that it has the same definition of “internationally minded” or “globally based” as everyone else. To explore this assumption, try the following exercise. • Read this list of people: Barak Obama, Madonna, Tony Blair, Mother Theresa, Nelson Mandela, Osama Bin Laden, Bono, Kofi Annan, Anna Kournikova. 17
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Now rank them in order from 1–10, with the most internationally minded person as number 1, and the least internationally minded person as number 10. You might want to do this at the same time as some of your colleagues in school or at home with friends. Then compare your lists. See where you agree and where you differ.
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“How can you put x at the top of the list? No way!” The differences between your list and those of your friends and colleagues can tell you something about the different definitions of international mindedness you each brought to your decisions. Here's the all-important supplementary question to this exercise: How did you define “internationally minded”?
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In case you are interested, in teacher workshops in recent years , Osama Bin Laden has topped some people's lists as the most internationally minded, but so has Barak Obama. Bush has also been listed as the least internationally minded. Nelson Mandela has only topped the list once; Kofi Annan ranks high on most people's lists. Does that tell us anything about educators' definitions of international mindedness?
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• An Internationally Minded Curriculum • Confusion over definitions and goals does not help schools
deliver effective internationally minded education. • George Walker, a former Director General of the
International Baccalaureate Organization, is correct to point out that international education must be more than the five “Fs”—food, festivals, famous people, fashion, and flags.
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The Challenge • Agree on a Definition • Begin with a definition of international mindedness. For
obvious reasons, globally minded educators should not make any assumptions about shared beliefs and definitions. • In developing the International Curriculum, we spent much time discussing and arguing about our definition. Teachers and administrators from schools around the world influenced our thinking. • At Le Fevre High School and Sekolah Pilar Indonesia we agreed that an international perspective includes
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• Knowledge and understanding beyond one's own • • • •
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nationality. Awareness and understanding of the interdependence among peoples. Awareness and understanding of the interdependence among countries. Awareness and understanding of the independence of people and countries. Awareness and understanding of the similarities and differences among peoples. This definition acknowledges that the term international is made up of both inter and national. 21
• International understanding does not replace a sense of nationhood with something “bigger” and “better,” but rather uses and builds on a sense of one's own national identity to understand and work with the national identities experienced and felt by others. • We can, at the same time, be Javanese and Indonesian, British and European, Nigerian and African, citizens of a country and of the world. • These are complementary, not opposing, concepts.
• International understanding does not replace a sense of nationhood with something “bigger” and “better,” but rather uses and builds on a sense of one's own national identity to understand and work with the national identities experienced and felt by others. We can, at the same time, be Californian and American, British and European, Nigerian and African, citizens of a country and of the world. These are complementary, not opposing, concepts.
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Dimensions to consider when Implementing •Content Integration •The knowledge Construction Process •Prejudice Reduction •An Equity Pedagogy •An Empowering School Culture
Focus for Sekolah Pilar Indonesia in Student recruitment Parent beliefs and commitment
Opportunity to develop talents Changes in pedagogy from standardised tests and assessment practices Cultural sensitivity Multicultural assessment preparation Policies and practices
Infuse it into your program • •
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Develop Learning Standards To infuse a powerful internationally minded dimension into the curriculum, we must take this subject just as seriously as we take all the other curriculum elements. Defining standards is just as important for international education as it is for math or language arts. Our experience suggests a number of principles that help in defining these standards. First, standards for international mindedness should encompass knowledge, skills, and understanding. The development of students' understanding, a crucial concern, arises out of the continuous application of skills and knowledge. So standards should respond to the nuts and bolts of international mindedness as well as the big picture. Second, standards for international mindedness need to be appropriate to the age and experience of the students . Our experience suggests that educators often define international mindedness in mature, adult terms, more appropriate to the graduate profile or outcomes of high school students. Because developing international mindedness cannot suddenly start at age 12 or 15, we need to design standards for younger students without forcing them to deal with complex international issues that are beyond their current understanding.
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• Structure and Plan Curriculum Activities • The success of all teaching depends on the way in which the opportunities
presented to students enable them to reach the standards or learning outcomes that we expect of them. • Therefore, the curriculum should also define appropriate instructional activities that encourage rigorous thinking relevant to the standards for international mindedness. •
There is nothing wrong with a costume day or food festival; both can be great fun and contribute to a positive school environment. But simply asking students to dress in their national costumes and join the parade around the school does not provide the learning experiences that develop rigorous thinking about international concerns.
• The International MY Curriculum sets all instructional activities in an
international context as well as a national one wherever possible. International mindedness runs through learning in all subjects. For example, geography learning outcomes for 6- to 7-year-old students include: 27
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Children will know about some of the similarities and differences of children in their class and Children will know about the weather and climate conditions in their home country and the home country of one friend and how they affect the jobs that people do. In a typical learning activity linked to these standards, students work with partners to find out as much as they can about clothing around the world. They choose a specific country and find out what the people there wear. Does the country have a special or national costume of any kind? Are there clothes that people in that country wear for a particular reason? In addition, we make sure that each unit of work contains specific activities that encourage children to think about issues in an internationally minded way. For example, here is an activity for 10- to 12year-old students from a unit called Making the News. Ask students how they would feel if news from their home or host country were misrepresented by another country. (This might be in the form of deliberately inaccurate reporting, unintentionally misleading reporting, or a deficiency of facts.) Have them work in small groups to investigate the following questions and present their findings to the rest of the class: Why would the media in one country want to do this? What would be gained? Can students find any examples of news that has been represented by a second country in a way thought unfair by a first country? (They might want to talk with an adult about this question.) These straightforward activities have an international twist, and they encourage students to adopt a perspective different from the one they may have brought to their learning. Such internationally focused activities throughout every unit of work can help teachers create opportunities for students to develop their international mindedness.
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• Model Appropriate Behaviours: one of the most important things we can
do as educators is to do as I do… ( not just talk about)
• If curriculum activities set the context for students' learning, then the ethos of
the school—its essential character and guiding beliefs—sets the context in which teachers and students implement those activities.
• We can't expect students to develop international understanding
unless we surround them with a context in which international mindedness can be caught as well as taught.
• Internationally minded schools should be places in which students observe
teachers, parents, and other adults discussing music from other parts of the world, reading authors from other countries, and eating food from different cultures on a regular basis, not once a year. • Those who interact with students in schools can display international mindedness in countless ways. What matters is that we look at each of the learning standards and do our best to see how we can model them through dayto-day action in schools. 29
ď‚— International mindedness is a goal for all adults and students in IBO schools as reflected in the philosophy of the IBO ď‚— The learner profile provides an organising framework for incorporating it into the learning and ultimately the graduate qualities of our students
ď‚— WE must also understand that even the Learner profile is a culturally based construct
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International Mindedness & the IB Learner Profile Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective
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Intercultural Understanding •IC education is for all student irrespective of their ethnicity •IC education is for all student irrespective of their age •Communication and information are identified as fundamental component of IC education •IC education happens naturally through hidden curriculum of the social and visual world within which the child lives IC education is concerned with understanding of equality and respect, not simply in colour of skin 33
Characteristics of Intercultural Education •For all students •Built in values and competency •Integrated with all subjects •Implemented in real world and school life •Using appropriate language •Supported by parents and other stakeholders 34
Some ways we focus and model international mindedness at Le fevre: Pictorial images related to anti terrorism in India
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Exposure to issues and programs eg Kony 2012 campaign by Jason Russell www.telegraph.co.uk/.../Joseph-Kony-2012-growing-outrage-
in-Uganda-over-film.html Asia Education Foundation Ambassador program www.asiaeducation.edu.au/partnerships/asia_literacy_.html view the video clip under the Ambassadors in Action tab ‘An Asia exploration with SANTOS’ World Challenge program: a UK community in service program
Welcome to site in 45 languages representing the cultural/national groups of the school
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Student digital image used on our greeting card in 2009
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International visitors
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Making a formal sister school agreement commitment
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Cultural Fusion: LFHS School Hymn played on Angklung
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Staff members teaching in Indonesia
World challenge program for year 10 and 11 students: visiting Vietnam and Laos to undertake community development work for 6 weeks in Nov Dec 2011
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Every staff meeting, assembly, school function begins with a welcome in Kaurna ( Aboriginal language) AND Indonesian
Role modelling, Principal of LFHS with IBMYP students in Suzhou, China who were working on their Personal Projects
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In the midst of one of our ICID educational programs
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Year 10 student Sean promoting ‘Friends of ICID’ at Le Fevre Open Night
Bridges Program Visitors from Kalimantan, Indonesia
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Bi Lingual Indonesian Signage
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Bi Lingual Indonesian Signage
Surrounding the students with international imagery
Gamelan Orchestra
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Embedded in the Curriculum Global awareness activities
What is globalisation task
Challenge to comfort zones
Class activity
IB spirit: community action
Critiquing the media
PROMOTING INTERCULTURAL AWARENESS AT SEKOLAH PILAR INDONESIA
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An Intercultural School is an Inclusive School Has the same dream for the better future
Put the learning environment that reflect and pride in the cultural diversity Active participation from teachers and parents
Positives responses in accepting the ideas
..and…
Believes in intercultural approaches as the saviour of the future
Developing Intercultural understandings
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Implementation Dimensions Content Integration
The knowledge construction process Prejudice reduction An equity pedagogy
An empowering school culture
Classroom review The physical environment of the classroom reflects the appreciation of diversity Minority groups are appreciated The teacher has a clear understanding of their role in endorsing the values of Intercultural Understanding and International Mindedness
All stakeholders including parents, staff and students are committed to the IC and IM values
PYP Students at SPI: EARLY CHILDHOOD STUDENTS GO TO EXPERIENCE A DIFFERENT SIDE OF DAILY ACTIVITIES IN HOMES OF THE ORDINARY PEOPLE AROUND THE SCHOOL. Rice cooking using wood, giving grass as food to the goats.
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Developing Students’ Intercultural Understanding In Religion. Taking students on excursions to see how people of different Religions live peacefully next to each other.
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Students and teachers read stories in english and donate books to their friends at a koran course for primary students in the ciangsana community .
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Samantha, from le fevre high school , shows sekolah pilar indonesia students how she prepares food in her
country, Australia
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SEKOLAH PILAR INDONESIA STUDENTS TAKE PART IN LEARNING ACTIVITIES AT LE FEVRE HIGH SCHOOL DURING AN EXCHANGE PROGRAMME.
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UNESCO’s values
UNESCO’s Aims of International Education, UNESCO 1996 To develop: • a sense of universal values for a culture of peace • the ability to value freedom and the civic responsibility that goes with it • intercultural understanding which encourages the convergence of ideas and solutions to strengthen peace • skills of non-violent conflict resolutions • skills for making informed choices • respect for cultural heritage and protection of the environment • feelings of solidarity and equity at the national and international levels.
UNIVERSAL VALUES Universal values: forms of the Golden Rule
Jainism: ‘He should treat all beings as he himself should be treated. The essence of right conduct is not to injure anyone.’ Sutra Kritanga c 550 BCE (BCE = Before Christian Era) Confucianism: ‘Do not do to others what you would not like for yourself.’ Analects of Confucius c 500 BCE The Buddha: ‘I will act towards others exactly as I would act towards myself.’ Siglo-Vada Sutta c 500 BCE Hinduism: ‘This is the sum of duty: Do naught to others which, if done to thee, could cause thee pain.’ Mahabharata c 150 BCE Epictetus: ‘What you would avoid suffering yourself, seek not to impose on others.’ Greek philosopher, Epictetus c 90 CE Christianity: ‘Treat others as you would like them to treat you.’ Revised Standard Version of the New Testament, Gospel of Luke c 90 CE Judaism: ‘What is harmful to yourself do not to your fellow men. That is the whole of the law and the remainder is but commentary.’ Hillel: The Talmud c 10 CE Islam: ‘None of you “truly” believe, until he wishes for his brothers what he wishes for himself.’ Hadith of Prophet Muhammad recorded by accepted narrator al-Bukhari 7th century CE Sikhism: ‘As thou deemest thyself, so deem others. Cause suffering to no one; thereby return to your true home with honour.’ Guru Granth Sahib 1604 CE Baha’i: ‘He should not wish for others that which he doth not wish for himself.’ Bahá’u’lláh 1870 CE
Outcomes So how successful have we been? Curriculum is in place and the values and mission statement underpin our programs and activities including our exchange programs for staff and students Our ongoing connections between Australia and Indonesia and other international experiences for our staff members and students is vital for sustainability of the IC and IM in our communities We believe that perhaps one of the understandings we can achieve for our students is an understanding the commonality of humanity The big challenge for us all is to suspend judgement and not view the world through our enculturated beliefs and values systems Certainly the IB values and mission statement are guiding principles for both
school communities and provide a unifying link The learner profiles are used extensively but we are aware of their cultural constructs
Why do we remain committed? •Encourages the student to create benefits for others not just think of themselves •Develops curiosity about cultural and social differences •Helps students in developing critical thinking •Helps students in developing sensitivity •Works against racism, generalisations, prejudices and assumptions •Empowers young people •Deep belief in the concept of intercultural literacy as a core value that should permeate IB educational programs, especially within IB programs •Allows young people to operate much more successfully in a global environment as they move from schooling to post school experiences
THANK YOU TERIMA KASIH 73