Tag Archives: Culture

“Bomb” on Campus

January 11, 2026 Matthew Piercy Leave a comment

My colleague and I walked a divergent path to class, stepping through the forest and talking about traditions. We spoke about their value, potential drawbacks, and what it means to be reverent. At first, I simplified reverence to authority, something tied to patriotism, religion, and unquestioning respect. Rigid traditions that can hold us back. Yet, a quick turn of events would leave me reflecting that reverence is more than that. Like all things, how we see and define it continues to change. Perhaps we might find a little more reverence in our schools and in our lives.

An Unexpected Discovery

As we ambled toward class, we were surprised to see an excavator and three members of the school’s maintenance team, arms akimbo, standing beside a large hole. My colleague joked, “Hit a water line?” We exchanged small talk, noted the men’s reserved demeanor, and continued on. Later, during class, students noticed police vehicles speeding past and then stop at the edge of the forest.

The scene reminded me that my home, Hawai‘i Island, carries a long history of military training. With this,, hidden dangers. Parts of the island were and remain used for bombing practice, artillery exercises, and live-fire training. Unexploded ordinances (UXO) are weapons that were fired, dropped, or placed but never detonated. As a homeowner, I occasionally receive letters from the U.S. Army Corps of Engineers, informing me of surveys to ensure residents’ safety. Thousands of UXO remain. Hawaii News Now reported that, “Over the past two decades, those contractors have found more than 2,700 unexploded ordinances in the Waikoloa Maneuver Area.” They may look old, or even “interesting,” but not always like bombs. Decades later, they are still extremely dangerous.

After class, my colleague quipped, “Students sure were excited by all the police activity. I guess the ‘broken water pipe’ is an unexploded ordinance.” The men’s tight-lippedness now made more sense. But later that night, an email appeared in my inbox: “Important Update Regarding Discovery on Campus.” It was not UXO.

The message explained that the maintenance team had stumbled upon human remains. Police, the Department of Land and Natural Resources, and an archaeologist had been consulted. “Initial observations indicate that the remains may be very old, likely dating back to ancient Hawaiian times,” the email read. “Our priority is to address the matter with care and discretion…We approach this with the utmost respect and cultural sensitivity owed to those who came before us on this ʻāina (land).” Reverence.

Sacred Ground, Dangerous Ground

In Hawai‘i, it is common to talk about energy and the term used is “mana.” Attempting to put into words, mana means the spiritual power or life force in land, water, objects, places, people, and ancestors. Just yesterday, I shared a conversation with a student about mana. Earlier in the week, I drove our girls’ basketball team over Mauna Kea, considered by many to be the tallest mountain in the world measured from sea floor to peak. Some days, the mountain’s energy can be felt. On this trip, several student-athletes and I felt nausea and intense headaches. This was not the terrain, the bends in the road, nor the elevation, as we had made this journey many times without incident. Mana is real.

Mauna Kea is sacred, a boundary between worlds and a living ancestor. Yet our military still trains here, at Pōhakuloa Training Area, where the highest concentration of unexploded ordnances remains. Reverence?

Listening to the Bones

Days later, the hole in the forest was cordoned off with bright orange fencing. In Hawaiian culture, as in many cultures, burial sites are sacred, and bones are believed to retain mana. Cultural practitioners and archaeologists will take time to survey and map the site. They will kneel at the edge of the burial, brushing away centuries of soil. Each bone will be uncovered slowly, as if waking from a long sleep. Nothing rushed, every gesture deliberate, every act a reflection of reverence. One of the challenges in Honolulu’s rail project (begun in 2011 and expected to be finished in 2031) is surveying, protecting, and relocating burial remains to honor ancestors and safeguard the living community.

Becoming Reverent

Need we stumble upon human remains to find more reverence in our lives? Reverence as great care. Here in Hawai‘i, it is common to honor land, water, and ancestors. Not as objects to manage, but as relationships to nurture. Might we as teachers hold the same reverence for our students? What about for our profession? What if reverence was not something we simply held, but something we became? To become reverent in teaching is to deeply respect the work of shaping minds and hearts.

In the words of Steve Jobs, “We’re here to put a dent in the universe.” But perhaps, instead of leaving a dent by force, we add a spark. As teachers, let us live up to the trust placed in us. Dedicated, responsible, connected.

Reverent.

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Lianne Dominguez

The Hidden Risk in Every Interview Room and How to Stop It

November 9, 2025 Lianne Dominguez 1 Comment

Safeguarding Series #2: This article is the second in my ongoing Safeguarding in Recruitment series—written for anyone navigating the critical decisions of hiring season. In Part 1, I explored how safeguarding must be the heart of the reference check—not the afterthought. In this follow-up, I dive deeper into the quiet risks we often miss during recruitment conversations—and how shifting our approach can build safer school cultures from the start.

Most interviews start with: “Tell us about your teaching philosophy.”

Maybe they should start with: “Tell us about a time you made a student feel safe.”

The truth is, you can have every certificate laminated, every reference polished, every acronym memorized — and still not be someone a school would trust around a child, a teenager, a colleague.

We don’t talk about this enough: competence doesn’t equal character.

And yet, many schools hire mainly for competence all the time.

The Illusion of “Safe” Hiring

We love systems that make us feel safe — background checks, reference calls, forms that promise transparency. But safety isn’t paperwork. It’s people work.

Safeguarding isn’t a document you sign once a year; it’s a daily decision to do the harder thing: to pause before you react, to challenge a colleague, to admit you were wrong.

And that’s what interviews should reveal.

Not just what a person knows, but what they will do when no one is watching.

According to NSPCC Learning (2024), 47% of safeguarding failures in UK schools over the past decade were linked not to missing procedures, but to staff attitudes, culture, or failures to act on instinct. In short — schools didn’t hire the right people for the culture of vigilance they needed.

Character Isn’t Found in a CV

CVs tell you what candidates want you to know — results, roles, titles. They don’t tell you how those results were achieved or what values guided them.

Character hides in the small things:

The way someone speaks about a “difficult” student.
Whether they use we or I when describing success.
How they talk about colleagues they’ve disagreed with.

Integrity leaks through language. So does ego. So does entitlement.

Listen for the small power cues — the ones that reveal whether a candidate sees children as partners in learning or problems to control; whether they speak with respect or about behaviour.

The Questions That Matter

It’s been years as a senior leader when I stopped asking: “What’s your classroom management style?”

Now I ask:

“How do you repair trust after a mistake?”
“Tell me about a time you had to call out a colleague’s behaviour — how did you handle it?”
“When have you witnessed bias or exclusion, and what did you do?”
“How do you respond when a parent challenges your authority or makes you uncomfortable?”
“How do you ensure every student — regardless of gender, background, or ability — feels equally seen and respected?”
“What kind of humour belongs in a classroom, and what doesn’t?”
“How do you model boundaries with students on social media or in public spaces?”

These aren’t trick questions. They reveal reflexes, empathy, and blind spots.

You’ll see it instantly: Some candidates pause and think deeply — humility lives in that pause. Others get defensive — ego lives there too.

You can train skill but you can’t fake compassion. You definitely can’t perform respect for long.

Screening for Toxic Patterns

As safeguarding leaders, we must go beyond detecting risk to children and start detecting risk to culture.

There are red flags that deserve naming:

Misogynistic or gender-coded language (“the girls are more dramatic,” “the boys just need firm discipline”).
Toxic masculinity disguised as “banter” or “relatability.”
Blame-shifting when discussing conflict with colleagues (“I’m just straightforward — some people can’t handle that”).
Subtle victim-blaming when describing past safeguarding incidents.
Lack of curiosity about diversity or inclusion.

These are not personality quirks. They are early indicators of boundary failure, bias, or coercive dynamics. And schools that overlook them often pay the price later — in grievance meetings, parental complaints, or damaged student trust.

When Politeness Becomes a Mask

Not all safeguarding risks look like aggression. Some come disguised as professionalism.

There’s a particular kind of candidate — calm, articulate, “respectful” — who uses courtesy as camouflage. They speak softly, but hold power tightly. They talk about standards when they really mean control. They demand “respect” when what they want is compliance. It’s self-righteousness masked as morality, and it’s harder to spot than overt misconduct.

You’ll hear it in the phrases:

“I’m very principled — I just expect others to meet that.”
“I tell it like it is — people sometimes find that intimidating.”
“Students need to learn respect first.”

What sounds like confidence can, in reality, be covert narcissism — the kind that erodes trust under the banner of “high expectations.”

In safeguarding, this is dangerous because it silences others. Staff hesitate to challenge. Students hesitate to speak. The culture bends around ego instead of care.

During interviews, listen for:

A moralising tone — “should,” “always,” “never.”
Defensiveness when discussing feedback or disagreement.
Politeness that feels performative — control disguised as calm.
Lack of curiosity or self-questioning (“I’ve never had issues with boundaries.”)

These traits rarely show up on safeguarding checklists, but they can quietly corrode a culture of safety. Respect that demands silence isn’t respect — it’s domination dressed up as virtue.

A Practical Toolbox for Interview Panels

If you’re leading or sitting on a safer recruitment panel, use this DSL-aligned checklist to anchor the conversation:

Focus Area	What to Listen For	Red Flags
Attitude to Power	Speaks about safeguarding as shared responsibility; values accountability.	Deflects responsibility; uses hierarchical language (“that’s SLT’s job”).
Gender & Respect	Uses inclusive language; avoids stereotypes; names bias when seen.	Jokes, generalizations, or discomfort discussing gender or harassment.
Boundaries & Relationships	Describes warmth with professionalism; distinguishes care from familiarity.	Over-emphasis on “being friends” with students; blurred boundaries.
Conflict Response	Mentions listening, reflection, repair.	Blames others; views disagreement as threat.
Emotional Regulation	Owns mistakes; names stress responses.	Minimizes pressure or emotional triggers (“I never lose my cool”).
Cultural Humility	Shows curiosity about local norms and diversity.	Talks about “fitting students to my way.”

Culture Fit vs Culture Alignment

Too many schools hire people who “fit.” Fit keeps things comfortable. Alignment keeps things honest.

When we say, “They’ll fit right in,” what we often mean is, “They won’t make us uncomfortable or feel awkward.” But safeguarding thrives on discomfort — on colleagues who ask, “Are we sure this is okay?”

The best safeguarding cultures are built by people who can challenge without arrogance and care without agenda.

The adults we hire don’t just teach subjects. They teach norms. They model what power used responsibly looks like. They teach young people what respect looks and sounds like. They teach what it feels like to be listened to.

When we hire for compliance, we get professionals who follow the handbook. When we hire for character, we get people who live it — especially when it’s inconvenient.

The Real Question

When you sit across from a candidate, ask yourself: Would I trust this person to stand up to a colleague making an inappropriate joke? Would I trust them to protect a student whose voice shakes in silence?

If the answer isn’t an immediate yes — it’s a no. Safeguarding doesn’t start when something goes wrong. It starts right there, in that chair — with the courage to choose people who make safety visible and dignity non-negotiable.

Safeguarding isn’t about credentials; it’s about character. It lives in the questions we ask, the biases we challenge, and the courage we show when it’s uncomfortable. In the end, safer schools aren’t built by policy—they’re built by people who choose integrity over ease.

Matthew Piercy

KNOW THY SCHOOL, DESIGN FOR EXCELLENCE

February 26, 2023 Matthew Piercy 1 Comment

“People are status-seeking monkeys,” purports Eugen Wei, former product leader at Amazon, Hulu, and Oculus. This status-seeking links with an understanding that identity is a fundamental aspect of our very human nature. An evolution of identity all around that begets a moment of preponderance for those in the world of education.

How well do schools know themselves?”

Sensibly, we expect to find shoes sold in a shoe store, not bananas. Many models, brands, and sizes of shoes and yet all still in the shape of a shoe. However, schools often seem to brand themselves as flea markets. Everything to all people. The ethics of this approach might be questionable, and one might also be left to wonder if programs become diluted as a result of being out of focus. Further, some wondering might be whether there is any intersection between a school’s strengths, attributes, values, mission, and vision? And their website, what might it suggest and is it truly aligned?

As a school are we athletics focused? Sustainability driven? Place-based? International Baccalaureate Diploma (IB) Programme or Advanced Placement (AP) curriculum focused? Interdisciplinary project-based?

We Can Have It All

As of late, I’ve given a bit of thought to “yes/and,” as opposed to “either/or.” Though there is something certainly to be said for a school having a clear identity, they need not pigeonhole themselves into one single initiative or monocular focus. Especially if interests are not competing. Sustainability can funnel down and through everything in a school. Athletics too can be tied to sustainability and individual health. While interdisciplinary projects can be place-based. Advanced Placement or the International Baccalaureate can be an opt-in for students. None of this is a stretch. In fact, it attests to flexibility and opportunity. A multiple pathway approach.

The Omnipotence of Culture

Identity includes culture and this culture is a bit like breathing. It just happens. For better or worse. I like to think, for the better. However, because of this, it behooves us to intentionally design cultures. So learning is optimal. And so, as schools we are ethical, ultimately doing that which we claim. Conscious and deliberate creation as opposed to letting culture just happen. Schools mustn’t play the reactive “game” of Whac-A-Mole, where the “gophers” (dealing with parent and teacher concerns, managing budgets and resources, hiring personnel as a result of high attrition, etc.) take precedence over engaging in work that improves teaching and student learning. The development of culture requires vision and the wisdom to leverage knowledge and experience. A consideration but also a plan for where a school wants to be in 5, 10 years, or even the turn of the 22nd century!

I would argue schools are wise to intentionally design learning for multiple pathways. Equally, I caution that we do not kid ourselves. With several foci, not everything is likely to be done well by all students. This realistic notion is one of balance but also acceptance of perfection in process. Contrary to this, however, is the importance of a school’s due diligence to create cultures of excellence. Defining what excellence looks and sounds like should be at the foundation. Following this, students must have explicit opportunities to see this “bar,” and then be encouraged to push the bar, setting new and higher standards of excellence.

Not Sacrificing Excellence for Authenticity

Though there may be many pathways, the destination of a high school student is graduation and preparation for the world beyond. A Senior level thesis or capstone course can serve as a sort of rite of passage, an important stage in a young person’s life. An invitation to engage in a year-long process, to create something meaningful. To demonstrate competency, reflect throughout a process, and then showcase what is known but also what is able to be done.

This is powerful.

Authenticity could appear at odds with excellence. Failure is an authentic and simply sometimes can be a difficult reality. However, a student should not fail in putting the “crowning jewel” upon their high school career. To ensure this does not happen, sincere consideration must be given to competencies. Competencies are defined as the knowledge, behaviors, attitudes, and skills which lead to a student being able to do something successfully. Schools will serve learners well when these competencies are clearly articulated horizontally and vertically throughout the curriculum. Such conversations are the kindling of culture and are hopefully guided by two questions:

~What competencies get assessed?

~How and when might these competencies be demonstrated best?

Inherent in these conversations is one single driver, PURPOSE. School is to prepare students for a future we do know not yet.

So when “school’s out,” teachers let more than “status-seeking monkeys” out!

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Margriet Ruurs

GLOBAL BOOK RECOMMENDATIONS

January 3, 2022 Margriet Ruurs Leave a comment

Stories reflect our history and show us who we are. Stories help us to understand others and share our own cultures. Here are voices from other places, stories worth sharing from around the world in picturebooks, in poetry and in nonfiction.

Thao by Thao Lam is an autobiographical story by an illustrator. Her name was common in Vietnam but once she and her family came to live in Canada, she did not like having a name that no one could pronounce or spell properly. Why could her name not be Jennifer? But only Thao could eat yummy Vietnamese food…. The book is exquisitely illustrated in paper collage. A wonderful story to share with children who also have hard to pronounce names! ISBN 978-1-77147-4320-0, Owl Books

Burying The Moon by Andrée Poulin, with beautiful art by Sonali Zohra is the touching story of a 12 year old girl in India. The women in Latika’s village can only do their daily ‘business’ at night in a nearby field. Once girls reach puberty they can no longer go to school because the school nor the village have toilets. Latika is angry that boys don’t have these problems. Education doesn’t even seem important to them. Latika gathers her courage to speak out and make a change for all women in her village. A heartbreaking story, written in free verse, that sheds light on a huge problem around the world. I had no idea that half the world’s population has no access to flush toilets. If, after reading this book, you want to make a difference, check out this website: https://water.org/donate/ ISBN 978-1-77306-604-2, Groundwood Books

Ho’Onani, Hula Warrior is a unique picture book about Hawaiian culture. Traditionally, boys can lead a Hula group. But why not a girl who loves to sing and dance? Ho’onani does not think of herself as ‘just a girl’ or ‘just a boy’. She is Ho’onani – strong, sure and steady. Through hard work and courage she achieves her dream and make her family and village proud of their heritage. ISBN 978-0-7352-6449-6, Tundra

Natsumi! by Susan Lendroth and Priscilla Burris is the story of Natsumi, who may be a Japanese girl but is not dainty nor quiet like other girls in her village. Everything Natsumi does, she does in a big way. Her family tells her that she is too fast, too loud. Discouraged, Natsumi’s grandfather knows what his granddaughter will be good at. On the day of the annual traditional Festival, dainty dancers perform, tea is served carefully and finally Natsumi can show her true self by being a powerful, traditional taiko drummer! ISBN 978-0-399-17090-4, G.P. Putnam’s Sons

Part of a picture books series based on the UN Convention on the rights of the child, I Have The Right to Culture, by Alain Serres and Aurélia Fronty, the book celebrates all things art. From dance to film, from poetry to paintings, the book shows how cultures preserve and protect their heritage and how each person has the right to learn about the art from their country because ‘A child who never knew about.. sculptures or paintings… would as as sad as a thousand birds who never learned how to fly.’ Highly recommended especially for schools with diverse populations. ISBN 978-1-77306-490-1, Groundwood Books.

A sad but beautiful, and important, story is I Lost My Talk by Rita Joe, art by Pauline Young. It is the story of a child in residential school, forced to adopt a new language and new customs. As the child grows older and darkness folds away, colour returns to the pages as she slowly discovers the power of her own culture and extends a hand of friendship to others to help them understand. A beautifully executed picture book that works on many levels, for many ages. ISBN 978-1-77108-810-7, Nimbus Publishing

So what if you have a common name and no special skills? Well… You Might Be Special by Kerri Kokias, illustrated by Marcus Cutler, puts you to the test. If you feel different from others you can take a quiz to make sure you are not a unicorn, or a dragon. And if you are none of these… then you are special because you are you! A fun book to share out loud with young readers who are special. ISBN 978-1-5253-0333-3, Kids Can Press

Margriet Ruurs is a Canadian author of over 40 books for children. She conducts author presentations at international schools and shares her travel stories here: www.globetrottingbooklovers.com

Emily Meadows

“That Would Never Work Here”: Overcoming Context Paralysis on Behalf of Gender & Sexual Minorities Worldwide

October 9, 2019 Emily Meadows (she/her) 6 Comments

www.emilymeadows.org

@msmeadowstweets

The title of this blog is the same as the that of a book chapter I wrote, published last month in the Annual Review of Comparative & International Education 2018. In it, I coin the term context paralysis, a reluctance to engage with issues when the cultural context may make doing so difficult. I challenge educational researchers, policy-makers, and practitioners to consider how they can leverage their understanding of local context to safely and respectfully improve rights and protections for LGBTQ+ (lesbian, gay, bisexual, transgender, queer) students where they live. I invite you to read a lightly edited excerpt from my chapter:

The dominant perspective, worldwide, is that heterosexual, cisgender people fulfil the natural, normal, and correct version of gender and sexuality. In my studies on the topic, I have encountered no culture that treats GSM (gender and sexual minority) people equally to their heterosexual, cisgender peers. Those who claim equality usually point to the “elevation” of GSM people through “positive” stereotypes, fetishization, or hypersexualization. Proclaiming gay men to be inherently fashionable is a “positive” stereotype, for example. these instances still highlight an atypical, non-normative status, which is not the same as equal. To exist outside of the heterosexual, cisgender norm is to be “othered.”

…

School policy, practice, and climate can dramatically impact the educational experience of GSM students. GSM children who attend schools that are inclusive, supportive, and protective of GSM people are more likely to see positive results in terms of their attendance[1][2], grade point average[3], and emotional wellbeing[4]. While not all studies explicitly factor in the cultural context where the school is located when analyzing results, some that do show that protective school climates, regardless of locale, are significant influencers of GSM student wellbeing[5][6]. That is to say that it appears to be the actual school policies and practices, not the local social norms influencing them, that makes the impact on students. I cringe at the cliché, but schools do make a difference.

Furthermore, schools are in a unique position, with access to large numbers (usually majority proportions) of children during their developmental years. Schools, therefore, are exceptionally poised to shape the perspectives and futures of entire generations of young people. This power can be used to reinforce a dominant and discriminatory perspective but may also be leveraged to support more egalitarian practices. To unequivocally state to a class of students that gender and sexual minorities are valid and worthy people, deserving of equality, is not only an extension of support to the GSM child listening in the room, but may also change the social context that this child grows up in by influencing the biases of their peers.

To address systemic discrimination and marginalization, it helps to look at the actual systems involved. I would wager that no other government system, world-wide, has quite the same impact factor on the biases and perspectives of future generations as the educational system. For this reason, schools are a fitting point of intervention to address this prominent inequality of systemic discrimination against GSM people.

Excerpt taken from:

Meadows, E. S. (2019). “That would never work here”: Overcoming ‘context paralysis’ on behalf of gender & sexual minority students worldwide In Wiseman, A. W. (Ed.) Annual Review of Comparative and International Education 2018 (International Perspectives on Education and Society, Vol. 37), 287-305. Bingley, United Kingdom: Emerald Publishing.

How have you overcome context paralysis to support LGBTQ+ students where you work?

[1] Jones, T., & Hillier, L. (2013). Comparing trans-spectrum and same-sex-attracted youth in Australia: Increased risks, increased activisms. Journal of LGBT Youth, 10(4), 287–307.

[2] Ferreyra, M. E. (2010). Gender identity and extreme poverty. In Dubel, I. & Hielkema, A. (Eds.), Urgency required: Gay and lesbian rights are human rights (pp. 207–212). The Hague, The Netherlands: Hivos.

[3] Kosciw, J. G., Greytak, E. A., Giga, N. M., Villenas, C., & Danischewski, D. J. (2016). The 2015 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. New York, NY: GLSEN.

[4] Kosciw, J. G., Greytak, E. A., Giga, N. M., Villenas, C., & Danischewski, D. J. (2016). The 2015 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. New York, NY: GLSEN.

[5] Hatzenbuehler, M. L., Birkett, M., van Wagenen, A., & Meyer, I. H. (2014). Protective School climates and reduced risk for suicide ideation in sexual minority youths. American Journal of Public Health, 104(2), 279–286.

[6] Heck, N., Flentje, A., & Cochran, B. (2011). Offsetting risks: High school gay-straight alliances and lesbian, gay, bisexual, and transgender (LGBT) youth. School Psychology Quarterly, 26(2), 161–174.

Barry Déquanne

Culture & Global Citizenship

September 20, 2018 Barry Déquanne Leave a comment

An important focus area associated with this year’s review of ISZL’s mission, vision, values, and learning principles is that of our school and community’s culture and how it relates to global citizenship. With our staff and students representing 34 and 60 different nationalities respectively, in addition to the school’s offering of 25 language courses, ISZL is clearly an international community that embraces diversity, culture, and language. To what degree, then, does the concept of global citizenship define ISZL?

If we consider this question from a more macro perspective with respect to ISZL’s greater context, we quickly note that, although the Canton of Zug does not include a large metropolis centre, it has a remarkable degree of diversity in its population. According to 2016 census statistics, non-Swiss residents comprised approximately 26% of the population while the city of Zug records an even higher level at 31.7%. Switzerland currently hosts residents from about 140 different countries.

A recent conversation with local educational leaders highlighted this diversity. As part of our outreach to further connect with the Swiss community, we invited the leadership team from Kantonsschule school to visit ISZL with the hope of initiating a partnership. At one point, we were asked about the number of nationalities represented by our student population, and we proudly stated the number to be about sixty. We are somewhat surprised when the visiting school representative responded by stating that they have about the same number of international students. This commonality has, in part, established that we seem to have more in common with local schools than may have been understood initially.

While the Swiss government has implemented policies to attract international residents, there also seems to be an approach to global citizenship that may be instructive to ISZL’s culture and values, particularly given our focus on further integration with the local community. By way of example, the Swiss Federal Immigration department publishes a document called, “Welcome to Switzerland”, which provides information for new residents arriving from abroad. One of the most interesting aspects of the publication are the quotes from foreigners living in Switzerland and their focus on integration and diversity. For example, Sabir Aliu from Kosovo stresses the importance of communication:

“Our neighbourhood means more to me than just having a roof over our heads. This certainly has something to do with the fact that the people who live here gradually realised that living happily together requires effort from all of us. It doesn’t matter whether one is Swiss or a foreigner, old or young. One has to start talking to one another. This is the only way to change things together.”

Anna Gruber from Macedonia challenges us to think about integration at a deeper level:

“What bothers me slightly is that the word integration is often reduced to learning the language or to whether one wears a headscarf or not. But integration means a lot more: It needs people who have the will to become involved with a new country and a foreign culture. And on the other hand, it needs a society which allows this. Mutual understanding and tolerance just cannot be stipulated by laws.”

The publication also quotes Swiss citizen Bruno Moll who provides us with transition advice:

“Responding to prejudices and opening doors, not closing them – this is my aim. Not only as a Swiss person, but from one person to another, I would give the following advice to new residents arriving from abroad: They should approach our country inquisitively and not shut themselves away with people in the same situation. Of course, I would advise them to learn our language and explore our mentality. I would prefer them to see what we have in common, instead of the differences. They should ask questions and try to discuss with their fellow citizens. They should definitely climb our mountains and join the strollers on Sundays. They should go shopping at the weekly markets and read, watch and listen to our media. To put it simply: They should try to become a part of things. Of course, I also wish this for ourselves, the natives.”

Some of the common themes that emerge from these quotes are the concerted and purposeful efforts for understanding through listening and talking, engagement with our local community, and respect and openness to different ways to comprehend the world around us. As a community that focuses on the development of students, these values and dispositions translate well to a school environment. This thought can be taken a step further to argue that ISZL’s context and its location in the Canton of Zug will inevitably have a strong influence on ISZL’s culture.

When reflecting on the question of “Who are we?”, it seems prudent to consider the influence local culture has on our school, which can range from a traditional farmer’s lifestyle to the more than 30% of foreigners living in the canton, among other factors. The influence of external factors on ISZL’s culture also furthers our work associated with the International Baccalaureate’s mission, “to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” This focus on culture and global citizenship may also be referred to as cross-cultural cognition, which can be defined as the ability to think, feel, and act across cultures. To that end, it would be natural to conclude that the concept of global citizenship plays a critically important role in contributing to defining ISZL and answering the question, “Who are we?”.

Twitter: @dequanne

Blog: www.barrydequanne.com

Emily Meadows

Human Rights Trump Cultural Tradition

May 7, 2018 Emily Meadows (she/her) 8 Comments

Follow Me on Twitter @msmeadowstweets

Inclusive education is, “not limited to the inclusion of those children or young people with disabilities. Inclusion is inclusion of all regardless of race, ethnicity, disability, gender, sexual orientation, language, socio-economic status, and any other aspect of an individual’s identity that might be perceived as different” [1]. As educators, how do we tackle this goal in countries or regions with a history of excluding certain groups? For example, is it our obligation to improve inclusive education for gender and sexual minority students in countries where homosexuality is considered a crime[2]?

When it comes to rights and justice in education, I am tempted to take a purist approach: insist on full equity, anything short of this is unacceptable. In reality, the concept of equity is subjective, complex, and extremely difficult to measure[3], so this mentality is practically inoperable. Additionally, as a visitor in countries abroad, I am compelled to position myself as the learner (rather than the teacher), to value diversity [4] (rather than assume my perspective is superior), and to respect local traditions (even if I do not practice them).

Still, those who do not have access to the privileges of a dominant group need and deserve allies and advocates. To ignore disparity is to be complicit in discrimination. In countries and regions where inclusive policy and practice is discouraged[5], whether by social norm or legal position, this is particularly salient. What is our role, as international educators, when local cultural traditions marginalize certain students? Are we overstepping our reach to demand equitable education when we are guests on foreign ground? On these questions, we can take guidance from international human rights agreements, such as the United Nations Universal Declaration of Human Rights, which states that, “Everyone has the right to education”.

While the large multi-national cohorts that initiate human rights agreements have been critiqued for slanting toward Western ideology, these benchmarks are still preferable to leaning on one individual country’s interpretation of who deserves to attend a school that is relevant, safe, and inclusive. Human rights are more important than culture and tradition. So, discriminatory practices such as keeping young girls home to do the housework while their brothers go to school[6], are not acceptable. Marginalizing gender and sexual minority students from the full educational experience[7] for any reason, including cultural or religious objection, is also intolerable.

To implement policies stating as much is easier said than done. These types of shifts must be carried out sensitively, carefully, and sometimes slower than we like. Heavy-handed, hasty, top-down mandates (even with benevolent intentions) may prove counter-productive, causing backlash and a staking of camps. International education policy-makers, then, must be people with a deep understanding of the culture where they are working, a strong background in relevant policy, and a commitment to the well-being of all children, particularly those who have been historically disadvantaged.

How do you exercise cultural humility as a guest abroad, while also working toward inclusive education for all of your students?

[1] Polat, F. (2011). Inclusion in education: A step towards social justice. International Journal of Educational Development, 31, p. 50-58.

[2] For the record, my answer to this question is a firm: yes.

[3] Wiseman, A. W. (2008). A Culture of (in)equality?: A cross-national study of gender parity and gender segregation in national school systems. Research in Comparative and International Education, 3(2), 179-201.

[4] Déquanne, B. (2017, February 9). Stronger Together [blog post]. The International Educator Online.

[5] Fully aware, here, that my own country of citizenship (the United States) has a well-documented history of denying equitable access to education; this is not a ‘foreign problem’.

[6] Lewis, M. & Lockheed, M. (2007). Inexcusable absence: Why 60 million girls still aren’t in school and what to do about it. Washington, DC: Center for Global Development.

[7] Kosciw, J. G., Greytak, E. A., Giga, N. M., Villenas, C., & Danieschewski, D. J. (2016). The 2015 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. New York: GLSEN.

John Mikton

2018

January 8, 2018 John Mikton Leave a comment

As the first days of 2018 arrive, any reflections on last year seem to contain an uncomfortable rawness because of the events continuously populating our devices – the immediacy, brutality and complexity of a world fueled by- “FakeNews?”, each one of us trying to construct a context in the “Filter Bubble” choreographed by algorithms from which we build a sense of the world we live in.

As International School educators, we straddle between the walled garden of “school” and the outside “world”. The reality is that we are surrounded by constant change and ambiguity. But there is a gap between the accelerated rate of change and our capacity to adapt to it. For some, the gap is wide. For others, the gap stays the same, and for a few, the gap is narrowing. How we interpret and engage with the gap and our own capacity to keep up influences many of our feelings and emotions. These in turn fuel the perceptions, opinions and behaviors with which we express ourselves.

International Schools have to juggle the fine line between ensuring students and parents are pleased and ensuring that they feel safe, challenged and cared for. In the unique world of International Schools, a percentage of parents come from a comfortable socio- economic environment. Often times, their education is a contributing factor to their current positions. This education provided the opportunities for their successes and their economic prosperity. Living with this becomes a strong marker in what International School parents believe their children should get from an education and an International School. This pedagogic reference point in many cases 25+ years old. The world was a very very different place then. However we try as schools to innovate, change and adapt, we do this with a level of caution and reservation. At the end of the day, the invisible mandate between parents and international schools, is “provide my child with stability, continuity, what I remember from my school days and more certainty then I have in my life today“.

As educators, we fall into a similar narrative. We have a desire for of stability, continuity, and more certainty than in the outside world we interact with. We do innovate and change in our schools, but the presence of the invisible mandate between our parents and schools influences the level by which we break the status quo.

Today the level of stability, continuity, and certainty that we were once used to has eroded. Uncertainty, ambiguity and volatility are an unavoidable part of the day. The complexity of this change permeates into everyone’s lives, and often not by choice.

2018, is an opportunity to embrace the world’s uncertainty, ambiguity and volatility, not as something eroding our past and challenging our present, but as an opportunity to re-frame the possibilities in front of us as a unique and rich learning journey. We have a responsibility to take this on in our roles as mentors, facilitators and educators. We bring a wisdom, resilience and care that has served us well and can continue to serve us today. Many of our students will one day be International School parents or educators who look back at their education as a point of reference for their own success. The measures will be different. We live in a world where uncertainty, ambiguity and volatility are part of our lives. We should not depend on reference points from our past to give us stability, continuity and certainty. The gap for many will still get bigger and more uncomfortable. But hopefully, in 2018, we can work to bridge that gap as well.

John Mikton @beyonddigital.org

Barry Déquanne

Three Questions

April 23, 2017 Barry Déquanne 1 Comment

“All grown-ups were once children… but only a few of them remember it” ~The Little Prince by Antoine de Saint-Exupéry

I was recently listening to a series of interviews with Joseph Campbell and his reflections on the essential themes that have emerged from sixty years of his life’s work. He emphasized the interconnectedness of our lives and the human experience, the fundamental role of storytelling in our culture, and the importance of courageously embarking on our individual journeys to fully realize our lives, as highlighted in his book, The Hero with a Thousand Faces. Campbell also shared a curious thought when he suggested that adults should read more children’s books to further our own learning and understanding. In fact, this seems to be sound advice, particularly as I recall a memorable and meaningful graduation speech that used a children’s book as its framework to convey a meaningful message.

A friend and colleague, Corey Watlington, was selected by the senior class to deliver the faculty commencement speech. While I am sorry that I do not recall all of the details of the speech, the messages conveyed through the use of a children’s book resonated with all of us. The book’s title is, The Three Questions, by Jon J. Muth, and, following Joseph Campbell’s advice and using Corey Watlington’s idea, the following is a brief summary and reflection associated with the book.

The book’s main character is a boy named Nikolai who is seeking answers to three questions: When is the best time to do things? Who is most important? What is the right thing to do? A cast of colourful characters, which include a monkey, heron, turtle, dog, and panda, all play important roles as Nikolai is forced to overcome several challenges due to a terrible storm. Through adversity, his own kindness, and the support and guidance of his friends, Nikolai finds answers to his three questions: “…there is only one important time, and that time is now. The most important person is always the one you are with. And the most important thing is to do good for the one who is standing at your side.”

This is indeed good advice and a reminder, not only for adults but also for our students and those responsible for our educational programs, of the importance of being present and kind. With so many distractions, technologies, and the seemingly ever-accelerating pace of life, this can be a challenge. Still, we owe it to ourselves and those around us to make this a priority. For this reason and many others, I am grateful for the opportunity to work and live in Brazil as the Brazilians have much to teach us about living in the present, enjoying the moment, and appreciating the people in our lives. As a Canadian with a disposition that can, at times, bend slightly towards a future orientated focus, the answers to Nikolai’s questions are always a welcome reminder.

International schools generally embrace a strong emphasis on a holistic educational approach, which includes the well-being and health of our students and communities. To that end, Nikolai’s learning extends to our educational programs and school cultures such that there are high value and support placed on being present, actively valuing our relationships, and ensuring a focus on kindness. Perhaps these approaches are some of the factors associated with Joseph Campbell’s reference to the interconnectedness of our lives and the human experience.

Blog: www.barrydequanne.com

Twitter: @dequanne

Featured image: cc licensed (CC BY-NC-ND 2.0) flickr photo Alan 
Morgan: The end of a wonderful day. 
https://www.flickr.com/photos/jeff_sch/9274657293/in/photostream/

Barry Déquanne

Transitions

April 6, 2017 Barry Déquanne Leave a comment

“Light precedes every transition. Whether at the end of a tunnel, through a crack in the door or the flash of an idea, it is always there, heralding a new beginning.” — Teresa Tsalaky

I have been thinking a lot about transitions lately. We recently hosted the incoming Head of School for a one-week transition visit. I am also preparing to transition to Switzerland and the exciting changes associated with working at a new school and living in a new country. Like other international schools, we are preparing to say goodbye to beloved teachers, students, and families as they transition to other parts of the world, while also looking ahead and confirming the details for new teacher and family orientations. It can sometimes feel that life in an international school setting is one of constant transition where change in the norm and not the exception. While this seemingly perpetual state of transition is inherently filled with challenges, the opportunities for growth and new experiences are significant when we are able to effectively manage our transitions.

When a thoughtful colleague, David Chojnacki, heard that I would be transitioning to another school, he recommended I read William Bridges’ book, Transitions. I am grateful for this reference as Bridges’ book is a must read because, in some form or another, we are all going through a transition! The book’s main message is that all of life’s transitions embody a similar pattern and, by recognizing and accepting these patterns, the tough times associated with a transition will not only make sense but will be more bearable. To that end, it is important to differentiate between “change”, which is what happens to us, and “transition”, which is how we manage our feelings while we wade through these changes throughout our life journey.

Transition is an internal, emotional, and psychological process. In contrast, change is external, situational, and does not require those affected to transition. Transitions are longer processes that require those affected to gradually accept the new situations that result from the changes. Bridges’ frames all transitions in terms of a three-phase process involving an Ending, a Neutral Zone, and a New Beginning.

An Ending recognizes that a transition begins with letting go of the pre-change reality. In international schools, a significant number of teachers, students, and parents begin the process of letting go each semester as they prepare to move on to new endeavors. Depending on each individual, Endings are usually characterized by emotions such as denial, shock, anger, frustration, and stress. Emphatic listening and open communication for all involved are important strategies for getting through and supporting those who are experiencing an Ending. Recognizing that an Ending is about letting go is an important step towards what the author calls the Neutral Zone.

The Neutral Zone represents the bridge between the old and new in which we can still be attached to the past but also looking ahead to the future. The Neutral Zone is a place of uncertainty where people wonder about how they will adapt to the change they are currently experiencing. It is during this time that we can experience feelings of self-doubt, fear, anxiety, and skepticism. In contrast, the Neutral Zone can be a time of real growth and represent an incredibly rich time in our lives, as is beautifully illustrated through Danaan Parry’s trapeze metaphor.

The New Beginning phase is one where new understandings, values, attitudes, and identities are established. It is during this time that we emotionally and psychologically commit to the new reality that has been created through the change process. This commitment is usually accompanied by feelings of acceptance, importance, hope, and enthusiasm. This is also a good time to recognize and celebrate the third phase of the transition process.

William Bridges’ writings remind us to recognize that life’s transitions follow a similar pattern and to embrace our endings, neutral zones, and new beginnings. As we look ahead and begin to prepare for the end of another semester, I would like to wish everyone and all of our schools the very best as we embrace the positive changes and transitions that are such an integral part of international communities.

Blog: www.barrydequanne.com

Twitter: @dequanne

Featured image: cc licensed (CC BY 2.0) flickr photo Hernán Piñera: 
Niebla / Fog 
https://www.flickr.com/photos/boston_public_library/6554394361/in/photostream/

Sharing stories, expertise, and experiences from international educators around the world. In the spirit of amplifying diverse voices. TIE's blog space is not subject to editorial oversight. TIE bloggers have a long history in various aspects of international education and share their thoughts and insights based on personal experiences.