Opinions
Nancy E Hultquist, teacher, Morris Brandon Elementary, Atlanta, Georgia, USA
Crossing the line
For teachers seeking to broaden their understanding of students and peoples from different countries, nothing beats the personal experience – and challenge – of immersing yourself in another culture. The extent of this truth was driven home to me by a recent study of a group of IB World Schools in the USA. Through immersion in a new culture, teachers found their understanding widened in ways they could not have imagined before the experience. And with this wider perspective came insights into the experiences of students in their own schools – as one participant explains: “I went to Iran by myself, not knowing Farsi, to stay with my in-laws. So I can really relate to children who come to our school from other countries – I know what it feels like to be thrown into the middle of a place where no one speaks your language.”
Once teachers cross the threshold of understanding, they cannot return to ignorance
Although most teachers in the study found value in international travel, they noted that travel alone could not provide the depth of understanding gained by a more extended period of immersion. Far from home, teachers began to view the new culture from the inside. As they came across new ways of viewing the world, they also started to examine their own lives and cultural backgrounds. Another teacher said: “I understand more why I like the things I do and think the way I do. But I am more open, curious and accepting.”
These internationally immersed teachers have “crossed over a line” – a threshold of understanding cultural issues that was previously hidden from them. Once this line has been crossed, it is not possible to return to ignorance. That’s far from being a bad thing: simple yet profound, the message from this study cries out, “Do it! Go! Go! Go!”
Ratih Saraswati, PYP head of school, Sekolah Ciputra, Surabaya, Indonesia
Leaders of the future
Few countries are as ethnically, culturally and religiously diverse as Indonesia. Its 222 million inhabitants represent 300 ethnic groups speaking more than 350 languages and practising six official religions. This diversity has enriched Indonesia, but throughout history it has also been a source of conflict, generating prejudice and mutual suspicion.
At the IB Asia-Pacific regional conference in Hanoi in 2006, Taymur Mirza’s keynote speech on common humanity and shared guardianship strengthened my understanding of how the IB Learner Profile can fit in to the context of Indonesia. I was awakened to the choices we have and the importance of both individual accountability and working together.
All schools in Indonesia practise the traditional morning flag-raising ceremony and reciting of the Pancasila – the five key principles of the country’s official philosophical foundation. These are: belief in one god, a just and civilized humanity, the unity of Indonesia, democracy based on discussion and fair representation, and social justice for all. These five principles underlie the Indonesian national motto: ‘Unity in diversity’.
Young people can help to create a better and more peaceful world through intercultural dialogue
At Sekolah Ciputra, the Pancasila is transformed into concrete learning engagements within the framework of PYP transdisciplinary themes. Students are introduced to the concept of diversity in a unit of inquiry called ‘Who we are’, starting from the idea that every family’s background, culture and beliefs are unique. ‘How we organize ourselves’ encourages students to consider the impact of individual actions on the community and the natural environment.
Both as Indonesians developing the future leaders of this vast and culturally rich country, and as IB teachers, we are committed to developing young people who will help to create a better and more peaceful world through intercultural dialogue and respect; who understand that, in the words of the IB mission statement, “other people, with their differences, can also be right”. From our schools we can make the Indonesian national motto a reality.
Ty Frederickson teacher, American-British Academy, Muscat, Oman
Awareness and activism
We can only expect to truly educate young people to be global participants and critical thinkers if we encourage them to examine their personal perceptions of the world and their own roles within it. In this spirit, my wife and I began a group called Students Against Prejudice (SAP) at Wichita High School East in Wichita, Kansas. We felt that empowering students to critically engage with each other, their school and the local community on a variety of cultural and social issues would support and clarify their individual motivations for taking on the IB challenge.
Written by students, the group’s mission statement is to “fight the act of discrimination by promoting tolerance, unity, acceptance and understanding”. Over the last seven years, its success has been monumental and many members have gone on to initiate similar programmes on their university campuses, a true sign of the lifelong learner.
Student-led clubs empower students to critically engage with themselves and the community
When we moved to the American-British Academy (ABA), an IB World School in Muscat, Oman, two years ago, we initiated a second bran ch of SAP. Thirty members work to build connections between the school and the local community. Each autumn, the newly elected officers of the club hold a weekend ‘diversity workshop’, comprised of activities designed to raise awareness of selfhood, both individual and collective. Through reciprocal teaching and learning, the workshop explores relationships, conflict resolution techniques and the origins of prejudice.
As the IB moves forward and changes the lives of more young people, student-led extracurricular clubs like this can play an important role in providing opportunities for students to be self-reflective in creative and interactive ways.
Nick Lee director of studies and IB coordinator, St Clare’s, Oxford, UK
The joys of difference
Diversity, the man from IB World said. Okay, I thought, I can do diversity. After 30 years’ experience with the IB and 25 as IB Diploma Programme coordinator – diversity is easy. But hold on, said a sardonic colleague… how can someone who has spent 25 years at the same school claim experience of diversity? That’s easy, I replied, no job in education offers such a diverse experience.
Start at the top. I have met a succession of director generals – Peterson, Renaud, Peel, Walker, Beard – a pretty diverse bunch for a start! And look at the organization – when I started it was a cottage industry, and now it has spread into 128 countries, more than 2,300 schools, the Primary Years Programme and the Middle Years Programme. Worldwide, it has moved from being a group of international schools to being represented by institutions of all types, including state schools.
IB experience has allowed students to become active, compassionate and lifelong learners
And my own experience… well, I have been very fortunate that my work has taken me to workshops and conferences in some of the world’s major cities over the years. The diversity and variety of colleagues I have met has been an education and a delight in itself.
But the greatest diversity of all has been in the students. I am fortunate to work in an international school, currently with more than 40 nationalities, and it has been my privilege to come into contact with students of all abilities, creeds and political inclinations.
It has been wonderful to watch as the IB experience has allowed them, as the mission statement says, to become “active, compassionate and lifelong learners” who understand that other people can also be right. In TOK I have always loved discussing ethics with classes that have a mixture of atheists, agnostics, humanists, denominations of Christians or Muslims and Chinese Taoists. The diversity of views is hugely instructive and builds tolerance of difference.
I often tell students that once their horizons have been broadened they cannot be narrowed again. I am grateful that that is true for me too.
