Features
Transculturalism – a new lens for international school education Dave Stanfield and Eeqbal Hassim offer a new perspective on global citizenship Global citizen development is a hallmark of an international school education. A school’s location, curriculum, diverse faculty and student composition may contribute to global citizenship – but what are the other requisite elements? International schools need purposefully to design teaching and learning in ways that build on the array of global experiences and perspectives among students, and maximise their potential to live and function as global citizens. The world needs global citizens who are able to work together, regardless of differences, to navigate the opportunities and challenges of our common existence and of our shared futures. However, education for global
Autumn
Spring |
| 2017
citizenship is not only about preparing students to be globally ready. Rather, and perhaps more importantly, it is education that is designed and delivered because of the interconnected nature of the world. Therefore, education for global citizenship is about the knowledge, understandings and skills students need to be global as well as the perspectives they bring to learning in schools as global citizens. For international schools, this has implications for curriculum, pedagogy and professional development. One way to view the implications of global citizenship for education is through the lens of transculturalism.
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