Paul is working with ScrumAlliance on the first agile certification specifically for educators: the Agile Certified Educator.
For the better part of a year I’ve been working with a small group on a new approach to teaching and learning. At least, we believe it is new. But sometimes we question ourselves.
Here’s the issue.
As we move away from the norm – away from our regular experience with education – we start introducing more and more new terminology to describe our vision. It doesn’t take long before what we’ve written isn’t terribly clear, because of the new terminology. We then rewrite using terminology more familiar to us as educators. Then the text is clearer, but … we find that it is clearer because readers relate with the text by understanding it as their regular experience with education. And that’s not the goal.
This in turns introduces a new level of concern for us. Originally we were worried that using language common to education would impede readers understanding the unique quality of what we are proposing. So we introduced new terms, which make what we are saying hard to understand, leading us back to common terminology, which waters down our vision. As we continued working, we began sliding back and forth along this continuum.
Now we have to ask ourselves if our vision may simply not be all that grandiose a departure from our regular experience of education because of our ability to move back and forth on a continuum. If on one end of our semantic continuum we are able to describe in words familiar to educators what is already familiar in practice, is the other end of the continuum, expressed in unfamiliar terms, actually different in practice? Are we really breaking new ground or are we just renaming things? (We believe we are going beyond renaming.)
I imagine this is a common problem with new ideas. Namely, there isn’t quite the right words to describe them. New terms sound contrived and are hard to understand. Current terms reinforce current understandings, which isn’t really the point. Arriving at any understanding tends to mean arriving at current understanding. Again, not the point.
Maybe this is what folks mean when they say they can’t describe something, but they’ll know it when they see it. And maybe that provides a bit of the answer to the problem. We need more people actually seeing the different teaching and learning we are writing about. We may need examples of what this new manner of teaching and learning is before we try so hard to describe it. Short of actually experiencing it, perhaps we move forward by describing real examples more and the theory less. Then with time the terminology may come.
Interested in pulling agility into education? Contact Paul at firstname.lastname@example.org.
This summer holiday is an exception, it is once in a century that schools are closed and there are no travel plans! No frantic last-minute packing, no reminders set for online check-in, no travel maps downloaded and no one waiting for you on the other side of the globe. The ‘Summer of 2020’ is ushering a massive change for the international schools’ community. Every summer we disappeared into destinations across the earth to rejuvenate and reunite with loved ones. With travel restrictions and quarantine requirements, the best way to spend summer 2020 is not to travel! So what do we do? Let us for a moment think of this as an actual opportunity to do three very simple things that will prepare us for the next academic year and give us a refreshing experience without having to travel.
Learn to fail
As a teacher how many times have you said to a student-It is ok to fail? Honesty, I do say it but with hesitation, thinking, if the students learn to be comfortable with failure it will be a disaster. But on second thoughts, if someone is afraid of failing they will never try out new things. And this summer is about trying out new things like learning to program an app, ride a bike, cook pizza, edit videos, play a new instrument, sing in front of an audience…the list is inexhaustible, the idea is simple to learn from failures. This year have been an epic failure for many industries, organisations, business etc. across the world. While they are trying to recover from the pandemic, the aftershocks are already being felt in most sectors. In the education sector, many schools have closed, teachers have lost their jobs and students have lost their alma mater. Everyone talks about how failure is hitting us hard, and yet life goes on, we fall, we rise and we learn. Hence there is no better time to get used to failing. This summer is an opportunity to learn to rise from failures. Also to try something new and keep trying repeatedly-It is ok to fail!
Learn to empathise
Another important exercise is to take care of emotional and mental wellbeing. When it is hard to socialise, go to the movies, see new places, meet new people or meet people you know, it is very stressful to deal with being at home. To take care of one’s own mental wellbeing is a symbiotic process, one has to be caring and empathetic towards others in order to e treated the same way. Recent conversations on racism, xenophobia, discrimination have lodged a sharp wedge into the human psyche and made us doubt everything, from the use of masks to origins of the pandemic to people walking on the streets. These are signs of a deranged human society that does not trust its own inner voice which tells them to be empathetic. Hence empathy has to be taught! While schools are focusing on teaching empathy, it will also fall upon caretakers, guardians and parents to teach the same to children/students during the summer holiday. Teach them to care; care for the little plant in the pot; care about their personal hygiene; care about the neighbours; care about their friends and family, call them once a week; care about keeping the locality clean; care about pollution; care about anyone and everyone. Learn to trust, learn to relate to other peoples’ problems and care about it, learn to empathise.
Learn to know yourself
This is a great time to discover a whole new person, that is you. Learn more about yourself, start by keeping a journal, it can be digital or a physical. A journal helps you to understand what you enjoy the most, it is an indirect way of reaching self-actualisation by reflecting on your interests and skills. Ask questions, interview yourself, take pictures of things you enjoy, organise your thoughts to get clarity on what describes you and defines you. This is a meditative process of self-healing by connecting with your inner self. Once you have enough evidence on yourself, read your journal, you might be surprised what you have discovered. A simple self-reflection exercise can be a groundbreaking realisation for discovering yourself. Clear your head disk, declutter your thoughts, get clarity on your aims and objectives, this is a great time to do it. Even though it is summertime, it is a great time for spring cleaning both spiritual and digital. Clean that drive, desktop, device to get rid of unnecessary digital dross and dregs. Next step is to organise your headspace and disk space. Once you have done all of this a clear picture of you will emerge, free of worries, stress and anger, ready to face the next academic year.
So put on your seatbelts and experience the journey of failure, empathy and self-discovery as this is a once in a lifetime opportunity-‘Covid19-Summer of 2020’
How’s your neck today? Me, I’m feeling the whiplash. As editor of The International Educator newspaper, it’s my job to stay abreast of events that impact our sector so I can help to keep all of you informed in turn. Hence the neck problem.
I’ve got to be honest: in the midst of the massive upheaval that has surged at the juncture of COVID-19 and the brutal legacy of 1619, my best efforts will necessarily fall short. There is simply too much of import to report, and it’s all happening so fast.
TIE was never in the business of covering breaking news. Since its inception almost 35 years ago, our quarterly publication has changed little in format over the decades. Sure, we adopted a supplemental June issue and have developed a dynamic online platform to complement our print edition, but even through these changes we have maintained an unharried pace, publishing your stories at a sort of reflective remove from the present moment.
As educators, I think we can all agree that there is a lot to be said for mellow reflection and careful deliberation. When crisis strikes, however, or in the throes of a global awakening over racial injustice such as the one we’re experiencing today, mellow and careful just don’t cut it.
Today, we all need to take immediate action, performing a probing and critical examination at the individual and collective levels to identify the ways in which systemic racism is baked into all of our institutions—TIE included—and devise a concrete plan for rooting it out. To be sure, this is work we should have been doing yesterday, just as it is work we will need to do again tomorrow. And the day after. And every day going forward, as we learn to make antiracism a daily practice in striving toward a just and equitable world.
Tricky as it is figuring out how to meet this monumental moment with the means at hand, I feel very fortunate to be able to place at your disposal our newspaper as a forum well-suited for fostering the deep reflective work so needed within our community. Let’s use this platform as a safe space in which to pursue a sustained conversation about how we get to authentic diversity, equity, and inclusion—a conversation I heartily invite you to join.
Back in March—or was it five years ago?—when planning the June edition of the newspaper, we decided to devote the entire issue to your wildly impressive and phenomenally resilient students, offering them the chance to tell the international school community what they’d learned and felt in the move to remote learning. They blew us away.
So when you’re back from the protest and have a quiet moment for reflection, please take the time to readthese thoughtful and moving articles by tomorrow’s leaders.
Like many international school educators, I have found myself confined to a distant country during this period of the COVID-19 pandemic. In my case, Myanmar, where borders have closed, flights into the country have ceased to exist, and departures are limited to relief flights organized by embassies and INGOs for people not anticipating a return in the short term. As a result, I’ve watched from afar the recent protests and demonstrations that have rocked my home country, the United States, in recent days. Each morning, I wake up to notifications on my smart phone telling the story of unrest that has spread across the country, and then the globe, as we begin to grapple with the soul searching sparked by the gruesome death recorded for us all to see of a black man at the hands of a police officer on a previously unknown corner of a street in South Minneapolis.
The needless death that appeared in that video held a particular poignancy for me. Watching it, I realized I recognized the location where it took place. It was just over a block away from where I had lived for several years. It was just a few blocks north of the elementary school I had attended as a child, and little more than a mile north of where I had lived for five years when I was growing up. It hit home for me, and, like I imagine it did for many others, has caused me to look inward, to re-examine some of my own experiences and ideals, and to question my own beliefs about myself and my perspectives as a white person, a white man in this world.
People who know me are aware that several years ago my family took in a nine-year-old street boy who had been living on the streets of Yangon. Through a series of circumstances, I brought him home one day with the intention of helping him out and providing him a sort of safe harbor he could make use of as needed. Instead, he stayed, and over time we gradually made the decision to adopt him into our family. When he first joined us, we were surprised how quickly and how easily he seemed to fit right into our lives. He became a part of everything we did, and seemed to thrive on the time he spent with us. Early on, we bought him a bike. He wasn’t attending school at first, so would ride that bike to the school where we worked every morning to have lunch with me, and then return home for the afternoon to wait for our return. We would spend the afternoons and weekends engaged in play. We would swim in our pool, where he would climb on my shoulders to dive into the water and swim to the other side. Some days, we would go on long bike rides through the city, dodging the traffic, and stopping to explore the zoo, the local markets, or sites known to him from his days on the streets. At other times, we ran around the yard, hiding out on the roof top, or in the garage, shooting at each other with nerf guns. There were games of basketball and one-on-one soccer. He has a great love of fishing, and we would often go fishing in Yangon, and later in Minnesota where we go for the summer. In all fairness, I should say he went fishing. I spent most of my time unraveling incessant knots in the line, or getting his hook loose from the rocks and weeds in the water. In every way, this small boy who had at one point seemed to have an incredibly rough exterior became a member of our family, fitting in alongside our other three children. We grew to love him, and guided him as he began to navigate many of the same kinds of challenges we experienced with our other children – homework, making friends, keeping his room clean, household chores, and contributing as a member of our family.
As my son grew older, his interests began to change, as they do with kids. He began to exert a level of independence. He no longer was as interested in hanging out with dad. He would go off with friends on his bike. He discovered malls, arcades, and laser tag, venturing to these sites with friends, and began to pay closer attention to how he was perceived by others. We witnessed a change in his dress and his social interactions, and his smartphone became a permanent appendage. The most noticeable difference for me as this was happening was the gradual lack of desire to be seen with us. I think I felt it most as I seemed to go from being the center of his world, to suddenly being a bystander watching his world go by.
I believed that what my son was experiencing was the normal maturing process children go through as they get older. I understood this and excepted it, but there was a part of me that missed the way he had been when he was younger. I would often joke with him, asking if he was sure he didn’t want me to hang out with him and his friends. He would respond jokingly, and with a fun sense of humor. At one point though, I became a bit serious, reminding him of how much he used to want me around, and I asked what had changed. He grew very serious as well. Looking at me, he stated, “you don’t understand, dad, your skin is white.”
I was completely surprised by this statement. My surprise was partially because the statement was so unexpected. I had never really thought of him in terms of skin color or of ethnicity. He was simply my son and a member of our family. Clearly, it was something he was thinking of though, and was somehow playing into his need for independence and desire to do things that didn’t include us. I was surprised for another reason though. I had always considered myself fairly enlightened and open minded when it came to race. As a child, my family had specifically moved to a neighborhood where the first schools were being integrated through bussing so my sister and I could attend school there. Growing up, I had many friends of color, and believed I was sensitive to the challenges they had experienced. As an adult, I had worked for a while with children from multi-racial backgrounds, and my wife and I had specifically chosen careers that exposed us to a myriad of different races and cultures. Really, how could my son now say that I didn’t understand him because of the color of my skin?
Slowly, though, I began to realize that this was the issue. Yes, I had been exposed to others and had integrated with others, but I couldn’t understand them. I couldn’t understand because I can never experience things from their perspective. From this short statement my son had made, I began to look at things differently. I began to realize that I don’t fully understand what it is like to be him, I can’t understand, and in reality, I never will. To be honest, any contradictory thinking on my part just isn’t reality as he has a set of life experiences and perspectives that are beyond my ability to fully comprehend. However, I began to realize there are things I can do. Since that time, I have come to realize the importance of listening, and truly hearing him as he expresses his personal perspective. I have come to realize the importance of making sure he knows we appreciate his perspective, and that we value his experience. I have come to accept that when he says he doesn’t want me around, it isn’t about me, it is about him needing to be him and needing to feel comfortable being himself.
As I adhere to the current orders to stay at home during these difficult times and watch the scenes of protest unfold around the world, in the U.S., and in my old neighborhood, I can’t help but think about what is happening in relationship to what I have learned from my son. As a white man, I can’t ever fully understand the challenges people of color face every day in this world. To pretend that I can is not being honest. I can listen though, I can appreciate the sacrifices others are making and the experiences that have brought them to this point, and I can make sure I value those experiences. As an educator and as a fellow human being, I need to be committed to this. These are things we need to do if we are going to begin to see change result from the events unfolding around us. I really believe that this is the first step.
As the sun goes down in beautiful Surrey tonight, tensions are high in my multi cultural household of 3 people. A caucasiian husband, african black mother and a biracial child who identifies strongly with both cultures, and is comfortable with who she is. We are all processing the events of the past week from our individual perspectives as well as the family collective ones. Some conversations have been safe and exploratory whilst others have been heated and unforgiving. Our daughter is an activist on social media with very strong opinions on social injustice and is feeling that it is a wee bit too late for big corporations to be making statements of support, she is asking what exactly they are doing about it besides making a public statement for positive publicity. How will their actions actually make a difference to how black people continue to be treated in this world?
As an active and vocal international educator who has for years tried to make other international educators understand and be conscious of the discrimination people of colour contnue to experience in recruitment practices from recruiters, school boards of directors and school leaders; with one breadth, I am grateful that the conversation has been forced upon us by the recent events in Minneapolis , and I am saddened that in 2020, little has changed in this space. Racism is alive and bubbling and it continues to be systematic. I am grateful that those that have been silent all these years can no longer continue in their ignorance and discomfort and that they are being forced to delve deeply into their consciousness and reflect on what they can do to change practices, understandings and perceptions of white privilege and how they can support others.
Our role as international educators has never been more important as it is today. We have a moral duty to all our students to model leadership as activists and also build community, love, empathy, respect, understanding and all soft skills that will open the door for better communication and collaboration access for all cultures, races and peoples.
What is sad? I have not seen any statement from international schools or recruiters, making a stand against racism especially as many of our students globally are affected by what has happened in recent days.
Passport – race – accent – inequality- culture -black lives matter – people of colour – international mindedness – diversity – white privilege – implicit biases.
WHAT ARE THE DISCUSSIONS WE ARE HAVING ABOUT REAL LIFE ISSUES?
The Association of International Educators and Leaders of Color decries anti-black discrimination in China prompted by the coronavirus pandemic and insists that schools respond.
By Meadow Dibble
Medical experts understand the importance of properly naming what ails us. That is why the International Committee on the Taxonomy of Viruses went to the trouble of bestowing a distinctive name on the novel coronavirus that first manifested in Wuhan, China at the cusp of 2020. Identify a disease and you can diagnose it. Diagnose it, and you stand a much better chance of effectively treating it.
In the absence of an International Committee on the Taxonomy of Discrimination, however, it was left to the hivemind that is the internet to come up with “coronaracism,” a term describing the particular brand of anti-Asian hostility that has frequently been reported since COVID-19 outbreaks began flaring up outside of China.
After a number of incidents in February led French Asians to inaugurate the #JeNeSuisPasUnVirus hashtag on Twitter and Instagram, #IAmNotAVirus became a rallying cry for Asians everywhere as they found themselves the target of similar abuse on public transportation, in stores, and over social media, where President Trump’s inflammatory references to the “Chinese Virus” have only amplified prejudicial rhetoric.
What then shall we call the virulent anti-black racism endured by Africans, African Americans, and other people of African descent in China over the past few weeks? In effect, as certain regions have experienced a resurgence of COVID-19 cases, this population has increasingly become the scapegoat’s scapegoat.
According to the Associated Press, which began reporting on anti-black discrimination in China beginning in early April, much of this abuse appears to be concentrated in the city of Guangzhou, home to an estimated 300,000 people of African origin. Many have been evicted from their apartments and forced to sleep on the street. Some, conversely, have been locked in their homes and prevented from leaving, subjected to a heavy-handed forced quarantine without ever having tested positive for coronavirus. Many more have been refused service at various businesses.
Name that racism
In launching a campaign to engage the international education community in efforts to put a stop to these incidents, Kevin Simpson, founder of the Association of International Educators and Leaders of Color (AIELOC), did not feel compelled to invent a catchy name or brand this egregious show of prejudice with a flashy hashtag. After all, the virus that plagues us may be novel, but there is sadly nothing new about the resurgence of age-old racist tropes in times of crisis.
Instead, this team of committed educators simply appropriated the existing #IAmNotAVirus hashtag, claiming for people of African descent the same right to a personhood free from prejudice to which Asians have lately insisted they are entitled. It is a subtle but powerful way of pointing out the devastating irony in the Chinese oppression of Africans even as the Chinese rail against the unfair treatment they have suffered at the hands of others. It is also, quite simply, an outstretched hand. We are not viruses, AIELOC insists. Not you. Not us.
Diagnosis: off the charts
Like those in the medical profession when faced with a disease, experts in diversity, equity, and inclusion (DEI) often insist that the first step in promoting our collective recovery from the persistent social ill that is racism involves calling it out.
Among the many important principles listed in AIELOC’s “International Educator Equity Statement,” signatories pledge first and foremost to “Not wait any longer, but to speak up now about racism and all forms of discrimination in international education.”
Created in 2017 with the aim of supporting international educators and leaders of color and amplifying their work, AIELOC began as a Facebook page and has over the past three years developed into a dynamic organization focused on advocacy, learning, and research. Kevin and the other members of the leadership team—Geeta Raj, Marla Hunter, and Reem Labib—are hard at work to see that DEI principles are not only written into the DNA of international schools but are embedded in all their practices.
Racial discrimination is a common feature of the international education sector, according to Kevin, who spent 10 years as a classroom teacher—both in the U.S. and abroad—and another 10 as a professional development consultant, coach, and thought partner. It often takes the form of microaggresssions, he explains. Comments that present as compliments but mask a presumption of inferiority, such as, “You are so well-spoken.” Or, “Did you actually write this?”
The most powerful in this class of discriminitory practices is simply being ignored, Kevin feels. All of these he has experienced first-hand. What he learned from his colleagues, however, is that others have been subjected to worse.
Many are “not even given a chance to interview for positions,” the AIELOC statement reads, or to “speak or publish in the international school community.” Backing up even further, there’s a pipeline issue: are educators of color even familiar with this sector
Forging an entry point
Kevin Simpson figured
his family and friends would be stunned when they learned he had
accepted a job teaching overseas—and in Laos, no less! Strange as the
choice would undoubtedly seem to some, and hard as it sometimes was to
wrap his own mind around this new reality, in many ways it made perfect
Growing up in Flint, Michigan in the 1980s, Kevin had
spent a lot of time at his local library pouring over books set overseas
and imagining what life might be like elsewhere. His mother’s family
had been part of the Great Migration, moving up from the Jim Crow South
to secure work in Michigan’s automotive industry. For much of Kevin’s
childhood, his father was stationed in Southeast Asia as a member of the
Air Force. It was at age 19, after winning an all-expenses-paid trip to
Benin in West Africa, that Kevin was able to travel abroad himself for
the first time. The experience was transformative.
On graduating college, Kevin had everything an aspiring international educator needs: a passion for teaching, a valid passport, and a deep curiosity about the world. What he lacked, however, was the first clue that this alternate reality that is international education even existed, or any indication that someone who looked like him would be welcome there.
It was thanks to a chance encounter while pursuing his master’s degree at Michigan State University that Kevin learned his teaching credentials could serve as a passport to the world. A new acquaintance from California mentioned in passing that he would be returning to London in the fall to resume teaching.
“I was like, wait a minute,” Kevin
recalls. “You mean you’re moving back to L.A., right?” The young man
assured Kevin that the school where he taught was in fact in London,
England and let him in on education’s best kept secret—that there are
loads of English-medium K–12 schools around the world looking to hire
teachers like him. Kevin promptly invited his new friend to lunch and
grilled him on the details.
It wasn’t any specific piece of
information he learned that day that persuaded Kevin to eventually
pursue a career in international education. “The most powerful thing,”
he remembers, “was to hear all this from someone who looked like
me—another African American. It was a real awakening.”
getting his master’s, Kevin landed a job at a school in Fairfax County,
Virginia where the wonderful diversity of the student body reinforced
his conviction that, “where I live and work, I want to be around people
who don’t think what I think, believe what I believe, look like me, or
love like me. I want to always be in those places and spaces that are
going to push me beyond my upbringing and beliefs and views.” Which is
how he came to accept that first international position in Laos.
Today, Kevin is committed to helping educators of color not only find
their way to international education but also advance into leadership
positions. It’s work that involves a good bit of mentoring. Mainly,
though, it’s about promoting a shift in the underlying conditions.
The George Floyd incident has sparked a worldwide debate on racism forcing people across the world to take action against unprecedented acts of discrimination, violence and irrationalism. Infact a closer look into the depth of this behaviour will reveal an insecure, irrational, inhuman face of the so-called ‘humans’. And interestingly there is another behaviour- that of fake sympathies towards the victim on all available social media channels! In the spirit of enlightenment let me ask a few questions to understand the human behaviour which led to the death of George Floyd.
How do we learn to behave in such a heinous, vile and monstrous way in spite of years of education, awareness, campaigning, protests, sacrifices to teach the world that discrimination in any form is unacceptable? Or is it a flaw in our education system which has sowed this seed of discrimination? In any case, it is clear that the animalistic behaviour of human beings takes over humanist behaviour with the slightest of opportunity, so did we ever learn to control it?
What role can education play to change the perception of inequality? Is it even possible? Can we expect a world without discrimination? From the beginning of time, the world has been shaped by the disparities, conflicts due to inequality, world wars due to discrimination and economic dominance due to racial bias. So will this ever stop? Is it a lost battle? History’s evidence in favour of George Floyd is very weak, it will not change the world, neither will people remember this filthy, disgusting, nauseating act of taking a life without remorse!
Why should we discuss this then? Why should we make our social media profiles black? Can an age-old idiosyncrasy be changed sitting in the comfort of our homes while donning face whitening masks, watching media mongers debate racism, inequality, injustice and hitting a ‘like’ to all solidarity comments on Facebook? Will it change anything?
Is there light at the end of the tunnel? Are we inside Plato’s cave? The famous Allegory of the Cave by Plato explains the impact of education and the lack of it on human nature. This makes me realise that we are infact acting like the people in the cave due to the lack of education or due to the impact of flawed education systems. George Floyd’s death is the death of the man who tried to tell the people inside the cave to go out and breath in the open and let him breathe too! Floyd exposed the collective failure of society to educate itself. The lack of thinking in many of our education systems and policies which only breed hungry, lusty, jealous, money-making machines.
Where is the path to enlightenment? Will we learn to coexist with differences? The answer lies in Plato’s Allegory of the Cave. Peaceful coexistence has to be practised, in a slow and study manner. Do not expect people to learn or accept the idea of renaissance overnight. Education systems and policies have a mammoth task and enormous role to play, to eradicate this feeling of superiority due to gender, skin colour, nationality, language, culture or race. To teach to be human, to teach to coexist, to teach to accept differences, to teach to live, and to teach to breathe and let others breathe.
about racism can be awfully uncomfortable, particularly for white people since
we so rarely have to think about race in our daily lives, and we certainly do
not consider ourselves part of the problem. Racist people use nasty slurs, they
dress up in blackface/white hoods/swastikas, they refuse to be friends with
people of color (POC). I don’t do any of those things, so I’m not racist…
If we view ourselves through the lens of a Racist / Not Racist binary, most of us will confidently partition ourselves as Not Racist. But what if the options were Racist or Antiracist? What evidence can you provide that you are the latter?
Simply avoiding racial slurs, or “celebrating diversity” is insufficient. To be antiracist, we must actively seek out racism and correct it. If you benefit from racial privilege, it is incumbent upon you to fix it. As international educators, we have a magnificent opportunity (see: responsibility) to promote antiracism by teaching racial justice in schools.
aren’t children too young to learn about race? No.
Children of color learn about race early on – they have no
option otherwise. White kids can and should learn about race (and racial
about racism seems awkward – what about celebrating diversity? It’s super awkward (and
dangerous) for POC to live with systemic racism. If the most uncomfortable
race-related incident that’s happened to you is having to acknowledge racism
(or being called a racist), then you can count yourself amongst the privileged.
With that privilege comes the responsibility to uncover racism and correct it. Bonus
points if you teach your students to do the same.
Keep in mind that most racism is not as overt as the recent, highly-publicized events in the United States, so I am not suggesting we show young children the video of George Floyd’s murder. Covert racism is far more common and insidious – it does not look like what we think of as white supremacy, and takes a trained eye to spot. Think: racist school mascots, treating children of color as older than they are, denying children of color the opportunities that come from learning from a teacher that looks like them, prioritizing white voices in curriculum, and perpetuating the myth of the bootstrap theory.
I don’t live in the United States, and racism isn’t an issue where I work. It can be more comfortable to decry racism happening far away, as it allows us to believe that we are not part of the problem. However, racism exists everywhere, including at your school. In fact, that’s the racism you are likely best positioned to confront and influence.
Others have written about this before me and better than me (see resource bank below), but I use this particular platform to ensure that international educators understand that we are not exempt from confronting institutional racism.
But I’m just a math/science/PE/etc. teacher. What can I do? Racism is baked into schools – our curriculum, our policies, our hiring preferences, the overwhelmingly white voices we feature as experts and leaders, students’ hierarchical social experiences – it’s everywhere. Regardless of your role in the school, there is no shortage of material to examine under an antiracist lens, and to correct.
A profession that inspires you to climb the highest peak in a continent; to dive into the depths of the ocean and swim along with the whale sharks; a workplace that lets you collaborate with people from all over the world; a classroom that exposes you to multiple languages and cultures; a cafeteria that has cuisine from across the world! This is the life of an international educator and I am blessed to be one.
My story of never leaving school took me on a journey of self-actualization where I learnt more than I taught. I would summarise my story in five takeaways which you can relate if you are teaching in an international school if not, you might start thinking about it! So let me try to inspire you…
LIFE IS A HOLIDAY
When you travel to new countries you experience a new environment; you get to taste new cuisine; indulge in local fashion; explore new markets; speak new languages; learn new etiquettes and discover new places. Life of an international educator is very much like this. It feels like a holiday always! To list a few, conquering Mt Kilimanjaro, the roof of Africa, diving with the dolphins and swimming with the whale sharks and feeding the Pandas are some achievements that don’t necessarily strengthen your CV but surely strengthen your soul.Experiences that you would have on a holiday becomes your lifestyle. An international teacher’s social media page is a true reflection of the adventures they have had. We have never left school and continue to enjoy our school days.
THIRD CULTURE PARENTS
There is so much literature on third culture kids(TCKs) that we can now relate to them very easily. But what is it like to be a parent to a third culture kid? I would like to coin a new term TCP(third culture parent). International teachers who are also parents can relate to the fact that it is different to raise kids outside their home countries or comfort zones. In a new country where no one speaks your language or your child’s favourite snack is not available, a complex skill-set is required to raise your child in a foreign place! But surprisingly it is one the best part of parenting too, to be a TCP. For example, my son speaks five languages, as many of the TCKs, in China where usually people complain of language barriers, I have my own personal translator who can have a basic conversation of how to buy something, how to order food in a restaurant and even how to bargain. Problem solved, I move with my 15-year-old personal translator everywhere.
This is a Sanskrit phrase which means the whole world is one big family! This is so true for any international school in the world! From Bhutan to India to Uganda to Tanzania to China, I have met a diverse range of people who speak different languages, eat different foods, think differently, have different beliefs and yet understand each other and break all silos created since generations to teach a diverse international community. The amazing people I met and the different languages I heard made me more respectful towards other people’s cultures and at the same time made me appreciate my own roots. It made me realize that the whole world is not only a big family but also a big home, I have homes in so many countries, I got to live, work and make lifetime friends with people from Japan to Jordan, from Mongolia to Malta, from Armenia to Argentina, hence I have a home everywhere. All international schools around the world celebrate diversity and plurality, for example, the International day celebrated in every international school is a true picture of how diverse and united we are at the same time, under a common objective of making the world a better place through education.
RELATIONSHIPS FOR LIFE
Rewind to my time in Uganda, my first day into the International Baccalaureate Diploma Programme Mathematics class. A bit nervous and anxious I was very prepared to face any math questions that might arise from a curious mind in the audience. I had gone over the lesson plan at least three times and got all resources in place. After explaining the objective of the lesson I opened up the floor for questions related to the topic and then came a question completely unrelated to the topic, a student asked me “ Ms? Are you qualified to teach us?” I froze for a moment and all my preparation for the “math” class went out of the window! Fast forward to now, the questions asked today are also very similar: “How did you learn in school?” “Why did you decide to teach?” and the list goes on…The takeaway for me, it is not just about the first impression it is about the relationships that you build as you teach. The most beautiful relationship of a learner and a mentor, student and a teacher, where one learns from the other only by forming a strong bond of knowing each other’s purpose. The ever inquiring mind of a young learner knows no boundaries, international schools across the world give the opportunity to the learners to be inquisitive inquirers who go on to achieve amazing feats on their own. And thanks to technology I am able to celebrate their achievements as they mature in age, experience and relationships. In this process of teaching and learning a beautiful relationship is established for a lifetime.
WE ARE THE CHANGE
Mahatma Gandhi once said, “Be the change that you want to see in this world”. This resonates with me every time I move from one country to another, one school to another and one home to another. International school teachers will agree with me that we love the change, we get tired of staying at one place for too long and that change is always for the better is now our personal mantra! The joy of shedding off all your inhibitions and learning new skills with every new attempt is an elixir for life, I personally wouldn’t trade my profession and lifestyle for anything out there. Nothing can be more satisfying than the ability to realise your potential by deconstructing, to reconstruct yourself every two to three years! In this process of metamorphosis, we also manage to transform students’ lives, as international educators bring along with them the change of perspective and ideas! We are ushering a change by teaching the skills and values and knowledge required to survive the future which is changing this very moment hence adapting to change is the most important skill to learn as well as to teach.
My decision to never leave school has paid off and I am so proud to be an international educator, I look forward to the next opportunity out there, maybe one close to you!
I am always fascinated by the interpretation of this role across the world, and what different school boards identify as priority when they are recruiting a new head. I say this because I have experienced serving with several school heads who were totally different in role and personality and influenced the school in diverse ways. This got me thinking about the reality of the expectations of this role and the pressure put on some heads to produce totally unrealistic outcomes. My father was a school head in several schools and he always told me that his role consisted of 80% of skills he did not train for but embraced. I am told he was successful, and have heard that results in his school were excellent. Over the years, I have come across people my father taught (he was also a teaching head) who say thank you because he believed in them and pushed them to do great things and that is why they were what they had become professionally today. I have never spoken to any of the teachers who worked in his schools, but at least I do have anecdotal stories from his students. One of his dearest students spoke at his funeral, representing many generations of students he had taught and led, which was touching, especially as I was by then an educator myself.
I do enjoy reading about school leadership and what it means to the different authors that write about it, but I have always found that it is much more telling to speak with the students, staff and the parents about what their expectations are of a head of school, and many a time, we realise that these expectations are attainable if sometimes unreasonable, but usually very different from what the board expects. Bravo to the schools that have finally separated the role of the Operations Director and that of the school Director/Head, allowing the latter to focus on all things truly educational.
We all know that not all heads of school are business minded, get excited about building projects, are fundraisers and quite a few are not even the best recruiters. But for some reason, in this wonderful world of ours in international education, we seem to expect these people to be at the door to meet the students every morning, inspire the teachers with the latest educational best practice, visit classrooms frequently, hire excellent teachers who never complain and smile all the time, hold coffee mornings with parents and reassure them that their children are in good hands and well behaved, make important financial decisions that save the board of governors loads of money, ensure successful accreditations and inspections and still know all the students, parents, teaching and non teaching staff by their first names, no matter how big the school.
We also have very high standards for these leaders, and want them to be able to inspire, communicate, collaborate, ooze positive energy, be resilient, be great listeners, be willing to be lifelong learners, empathetic, be servant leaders, highly intelligent, finance savvy and of course think on their feet when an emergency lands on their feet.
Although different school leaders and boards reacted differently to our current situation with Covid-19, the most reassuring action I saw was that our school leaders were able to accept that they did not have to know everything and they did not have all the answers. They were working on solutions and focusing on students and teachers to ensure a continuity of learning for their students, and over and over again, we saw them sharing ideas, supporting each other, listening, encouraging, reacting, being risk takers and basically entering the unknown and trusting that the educators in their schools would do the right thing by their students, they had to let go. This I believe was the toughest test yet for our international school leadership and even though we do not know what the future truly holds, we have students, teachers and parents who got on with the new reality.
Life did continue and what happened to the role was a big reset and paradigm shift into understanding that in school leadership it is important to be informed, curious, aware, flexible, appreciative and be ready for the unknown because even the best risk management policy won’t prepare you fully for what you have never seen. I have already started seeing offers of new School Leadership courses as a reaction to the pandemic and all I can say is, school leadership is definitely not for the light hearted soul. Praise also to our school leaders’ leadership! I look forward to learning and reading more about school leadership during and after Covid-19 and possibly seeing some new traits and styles in that leadership.
STEPHEN DEXTER, a native of New England, has been a teacher and administrator since 1994. He finally discovered that the Swiss stay thin on a diet of chocolate, cheese and wine by walking a lot and not eating or drinking to excess. He is currently taking a gap year in the Swiss Alps to rediscover his passion for education and to understand what chief innovation officers really do.
KRISTEN MACCONNELL has a diverse educational background that includes teaching children with learning difficulties, school counseling, school psychology, university teaching, and school leadership. Kristen spent 8 years as an educator in the US before moving overseas to Chile in 2010. She worked at Nido de Aguilas in Santiago, Chile as a School Counselor, a Literacy Specialist, Assistant Director of Teaching and Learning in the Early Years School and finally as the PK-12 Director of Curriculum and Professional Development. Currently, Kristen serves as the Director of the Teacher Training center Programs at the PTC.
DANIEL KERR is now Lower School Director at the American School of Paris. He previously served as Intermediate Division Principal at Academia Cotopaxi American International School in Quito, Ecuador, and prior to that was the Middle School Principal at SCIS in Shanghai, China. Dan has also worked at JIS in Jakarta, Indonesia and he began his International career in Abu Dhabi. Dan is thrilled to be joining the ASP family and will be accompanied by his wife, Jocelyn, who will be working as a counselor, and his two children, Max and Gabby.
KASSI COWLES is an IB English and TOK teacher currently based in Shanghai. She has worked in international education for the last 8 years in Canada, Togo and China. Her writing explores issues of educational reform and how to create authentic and creative learning communities.
MATTHEW GOOD & NIAMH CONWAY are international school teachers who met while working at the British School of Lome, in Togo, West Africa. They later moved to Uzbekistan, where they spent four years at Tashkent International School, each summer exploring another slice of the world by bike. Their Pedalgogy website allows users to follow the touring teachers on their two-year bike trip around the world.
BARRY DEQUANNE is currently working as the Director at the International School of Zug and Luzern (ISZL). His blog explores topics in K-12 education and school leadership within the framework of five focus areas: Academics, Activities, Arts, Leadership, and Service. The blog also explores professional articles and highlights recently read books.
EMILY MEADOWS is an alumni of international schools and has worked as a professional educator and counselor across the world, serving children and families in the United States, Europe, the Middle East, and Asia. She holds master’s degrees in the fields of Counseling and Sexual Health, and is a PhD candidate researching inclusive policy and practice for LGBTQ+ students. Emily is a consultant on gender and sexual diversity and inclusion in international schools: www.emilymeadows.org
SHWETANGNA CHAKRABARTY is the IBDP Coordinator and University Counsellor at Guangzhou Nanfang International School, China. She has 15 years of experience in teaching three different curricula in four countries. She has taught mathematics and business management to the International GCSE and International Baccalaureate (IB) students. She has had multiple responsibility positions including pedagogical leader, DP, Extended Essay, MYP Personal Project, CIS/NEASC accreditation coordinator and IB Examiner. She has a degree in education and an MBA, she is also a college counsellor certified by TripleA learning, U.K.
DAVID PENBERG is an urban and international educational leader/consultant with a deep commitment to progressive education, understanding global mindedness, and new school creation. He abides by the dictum of E.E. Cummings who said: “ I’d rather learn from one bird how to sing, than teach ten thousand stars not to dance.” He is presently the Head of School of Innovate Manhattan Charter School in New York City.
PROSERPINA DHLAMINI-FISHER is the Founding CEO of Educational Aspirations Ltd, a Global Educational Consultancy. She has studied and worked in international schools and organisations (IBO and UWCI) in Eswatini, USA, France, South Africa, Switzerland, Germany, Dubai and the UK in diverse roles. She is passionate about cultural diversity, teaching and learning, inclusion as well as leadership in international education. She is an advocate for student and teacher agency and shares her thoughts and her experiences as an African female school leader and educator in the international and global educational space. She is interested in the historical development of international education and the place people of colour hold in these institutions in the 21st century.
SHANNON FEHSE Shannon Fehse has spent her entire teaching career overseas, having lived and worked in China, Mexico, Colombia, Taiwan, and presently, the UAE. As a textbook definition extrovert, she talks to anyone, and enjoys listening to stories and different perspectives on life. Shannon has a somewhat faulty filter and often says what other people are thinking, but this typically works out favorably. She offers opinions and insight into the benefits and challenges of job hunting, dating overseas, and general issues that affect international educators.
MIKE SIMPSON is the Director of Curriculum and Learning at The International School Yangon. Originally a lawyer from New Zealand, Mike has also worked in schools in Qatar, Venezuela, and Lesotho. Mike has a particular interest in the development of collaborative and innovative learning communities. He hopes that his blog might be of interest to other teachers and school leaders as they nurture these communities in their own schools.
GREGORY HEDGER Dr. Gregory Hedger has recently been appointed to be the head of the International School Yangon, in Myanmar, beginning in fall 2016. A native of Minnesota, Greg has served in education for over 25 years, including 13 years in the role of School Director at Cayman International School, Qatar Academy, and most recently as Superintendent at Escuela Campo Alegre in Venezuela. Greg promotes international education through his service on the boards of AAIE, AASSA, and his work with the International Task Force for Child Protection, his contributions to various periodicals, and his work to promote the next generation of leaders through workshops and teaching.
LINDSAY LYON is a seasoned English and Theory of Knowledge teacher currently working at JIS. She and her husband have taught abroad as a teaching team for fifteen years in Venezuela, Thailand, China, Saudi Arabia, and now Indonesia. They write about expat life with a focus on money and savings in their blog The Haggard Lyon. Here you will find some of the same, and other musings from Lindsay on life overseas with kids, teaching, technology, and staying balanced in a busy world.
NICHOLAS ALCHIN is High School Principal at the United World College of SE Asia, East Campus. A sino-celtic Brit who has lived and taught in the UK, Switzerland, Kenya, and Singapore, he has also held a number of roles with the IB and writes and speaks widely on educational matters. He enjoys traveling with wife Ellie, and kids Tom (10), Millie (13) and Ruth (16).
TONY DEPRATO Tony DePrato has a Master’s Degree in Educational Technology from Pepperdine University and has been working as a Director of Educational Technology since 2009. He has worked in the United Arab Emirates and China where he has consulted with schools in both regions on various technology topics. In 2013, Tony DePrato released The BYOD Playbook a free guide for schools looking to discuss or plan a Bring Your Own Device program. Tony is originally from the US, and worked in multimedia, website development, and freelance video production. Tony is married to Kendra Perkins, who is a librarian.
ETTIE ZILBER is a consultant to International School Communities and Families in Transition and a veteran international school educator and school leader. She has served in independent international schools in Israel, Singapore, Spain, Guatemala, China, and most recently in the USA. Her expertise extends to such topics as international school models, second/foreign language acquisition, communicating between diverse groups, the impact of international mobility and relocation on children, parents and staff, the special family experience of the educators’ children, the orientation of newcomers, multi-cultural communities, catalysts for teaching internationally, and marketing of international schools. She is the author of Third Culture Kids: The Children of International School Educators. She can be contacted at email@example.com
HELEN KELLY has taught in and led schools in Africa, Europe and Asia over the last twenty years. She has led educational technology teams in three schools. Helen is currently the Lower School Principal at Canadian International School of Hong Kong, where she leads Project Innovate, a Pre-K-12 initiative to bring future-ready learning to the school. Helen completed her Ed.D in 2017 on the emotional challenges that school leaders face in the course of their role. She leads workshops on improving the wellbeing of leaders and educators in international schools.
TRAE HOLLAND is the Director of Academia Cotopaxi’s The ONE Institute, has been a leader in both the non-profit and business sectors, and has 19 years experience teaching both in the US and in international schools, with a specialization in learning differentiation. You can reach his website at www.traeholland.com.
FREDERIC BORDAGUIBEL-LABAYLE is the High School Principal at Academia Cotopaxi American International School in Quito, Ecuador. Fred was born and raised in the southwest of France; he finished his studies and started teaching in the UK, then went on to Istanbul and he is currently in Quito. Fred likes to pause, reflect, and share his experience as an international educator and administrator.
SUE EASTON is the Director of the Teacher Training Center. She has worked with international schools for the past eleven years, on four continents, in roles focused on enhancing teaching and learning practices. This experience has made her passionate about the topic of change and how to best make change to support students and student learning. Her blog will explore this topic through the lens of PTC, TTC and CTC trainers’ words of wisdom.
ALLISON POIROT is currently teaching IB History, Modern World History, and Psychology at Asociación Escuelas Lincoln in Buenos Aires, Argentina. She taught previously at King’s Academy in Madaba, Jordan, and at public and charter schools in and around Boston, Massachusetts. She has a deep interest in progressive pedagogy and believes in fostering student autonomy and empowerment.
MEADOW DIBBLE is editor of The International Educator newspaper. Originally from Cape Cod, she lived for six years on Senegal’s Cape Verde Peninsula, where she published a cultural magazine from 1996–2000. Specializing in the literary expression of 20th-century liberation movements, she received her PhD from Brown University’s Department of French Studies and taught at Colby College from 2005–08. In 2018, Meadow launched Atlantic Black Box, a public history initiative devoted to researching and reckoning with New England’s role in the slave trade.
MATT BRADY has been creating digital ecosystems that organize, inform and inspire for two decades. He writes as a curatorial journalist- connecting related stories across disciplines often beyond “Education”- to examine and understand educational leadership in a more adaptive and predictive way. Currently, he leads and supports schools through techno-social transformations and is constructing an autodidactic launchpad for his four year old daughter.
Several years ago, PAUL MAGNUSON founded a research center at the high school level in collaboration with colleagues at Leysin American School. The center supports professional learning through a variety of programs, including year-long action research projects by faculty who receive competitive resident scholarships. In addition, the center works with schools and universities around the world, hosting 10 to 15 visiting scholars annually, and consulting and presenting at schools and other organizations.
The International Educator (TIE) is a non-profit organization committed to matching the best educators with the best international schools around the world.