Features
International mindedness: Perspectives from IB World Schools Elisabeth Barratt Hacking, Kate Bullock and Tristan Bunnell conclude their research on applying theory to practice
This article is a continuation of the account in issue 21(1) of International School magazine of an IB-funded research study (Barratt Hacking et al, 2017, 2018a, 2018b). The study was carried out by a research team from the University of Bath (the three authors of this article, plus Chloe Blackmore, Michael Donnelly and Sue Martin) and explored the experiences of IB World Schools in embedding International Mindedness (IM) into their practice. The first article explained that the purpose of the study was to examine systematically how IB World Schools conceptualise and develop IM, and to capture and share promising practice from all stages of learning (PYP, MYP and DP). Nine case study schools, identified as being strongly engaged with IM, were selected for an in-depth scrutiny of their practice and thinking related to IM. The first article (Barratt Hacking et al, 2018b) shared key aspects of the school’s philosophes and initial strategies. Embedding – Getting beyond the 5 Fs The transdisciplinary focus of the study on the primary and middle years curriculum allowed many of the nine case study schools to analyse multiple perspectives and different ways of looking at topics and issues. One example from the field of science was cited: Autumn
Spring |
| 2019
‘In physics we discuss, do we need the proposed nuclear reactor? … and then the class very often responds … we’re not a very big country, we need to grow economically, we want to be part of the world, we’re in a safe area ... – and you can really see they are bringing in all sorts of different factors – what is good for our city and country, but within a much, much bigger sphere.’ (Senior Leader focus group, MYP) Many exemplars from the history curriculum were observed. One project was aimed to coincide with the commemoration of World War 1 (WW1). Students in a Diploma Programme course shared stories of their grandparents and other relatives who lived through WW1; this involved research and, where possible, interviews. Outcomes from this task were displayed in a main foyer of the school on a wall of stories, images and poppies (the symbol of WW1). The wall brought together stories from all over the world, including from those who were enemies and whose grandchildren now study together at the school and are friends. This ‘remembrance wall’ was seen by the school as an important expression of International Mindedness. It was perceived to be an effective way of analysing and understanding plural perspectives, in this case by sharing personal and family stories from opposite sides of a deadly past conflict.
A mathematics teacher explained their work as follows: ‘I’m more concerned about the world itself. I have a project, ‘The Future of Natural Resources’, and when they do that particular project, they get to choose any natural resource in the world … like koala or panda bears … and when we are using it as a human species – when is it going to end? There’s a finite amount, we’re using it, it’s going to
9
