Tag Archives: Diversity

Matthew Piercy

Time for Action: Reaching Unity in Diversity

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I am sitting in a room surrounded by fellow teachers and administrators, mindful of our physical distance. A grin on my face, not because we just successfully concluded our fifth week of classes. Rather, I am tickled by the irony.

Distanced, we discuss “togetherness.”

More specifically, intercultural competencies was to be the focus of our dialogue. I felt privileged to have the time and space to converse openly because so critical is the work that needs to be done. As part of an international school, one that clearly is not American-centric, we must first consider our context. With students and faculty cultures representing more than sixty nations, there is credence in remaining cognizant of the influences of the host country culture. Possibly the country power structures may even be more hierarchically structured than egalitarian. Furthermore, it would be remiss to not acknowledge the large degree of diversity representative in the range of people’s experiences and quite possibly, readiness to reflect on privilege, equality, and oppression.

Over the summer I wrote an article titled, “An Authentic Response to Take Action.” In it I ask, “Might 2020 be the nascence of more leadership from the heart. Passion hangs heavy in the air, as people imagine a tomorrow they long to live in. Changes bent on solutions, not blame, as millions get down on bended knee in silent protest.” The protests have not abated, if anything they have grown more intense. All this amidst an uncontrolled pandemic and under apocalyptic skies of the Wetern United States. In this same post I introduced Safaa Abdelmagid and her open letter to SEARCH Associates published on June 8. In it she concludes, “Do better, Search Associates, much much better. Start by being honest…Own your privilege and use it to serve those who truly deserve it.” For context, this was but three days after the tragic death of George Floyd.

Then, August 26 The Search Associates Team and CEO Jessica Magagna, responded with their own letter. Addressed, “Dear Search Associates Community,” Magagna cites “tangible actions and evidence of change.” A move beyond awareness and to greater responsibility. Clear points outlined by a 3-section plan, where actions are determined immediate, by the end of December 2020, and by the end of March 2021.

The school where I am employed endeavors to determine measurable action points as well. Thankfully, we too were challenged, most notably by alumni, as they shared their experiences and offered suggestions. The conversations with this invaluable group will continue.

There is much work to be done. The issues do not begin, nor end with race. The move is to reflect, take ownership, and become far more inclusive. So our school, the people but also the systems, are more fully equitable to all cultures; be they defined racially, linguistically, by gender, sexual-preference, or ability. Schools must take a stand. Furthermore, akin to SEARCH associates, a degree of poise but also power must be established. A power which links us as human beings. Our minds simply will not think the way out of this. Our hearts are to play a key role as we feel our way into a reality so many have felt, for so long.

The good news is, the iGen or Generation Z, consistently proves itself to be more accepting of differences than previous generations. It is us educators but moreover the institutions and broader cultures that need to “catch up.” A sensible starting point is to begin by having these long overdue conversations, determining our priorities.

Mahatma Gandhi advised us well when he said. “Action expresses priorities. Our ability to reach unity in diversity will be the beauty and the test of our civilization” The time for action is yesterday.

Emily Meadows

Tired: Celebrating Diversity / Wired: Antiracist Education

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@msmeadowstweets

Talking 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… Right?

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.

But 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 justice), too.

Talking 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 killing. 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.

Antiracism resources to get you started:  

Culturally-Responsive Curriculum Scorecard

Tool For Selecting Anti-Biased Texts

Social Justice Standards

Antiracist Resources for Young Children

List of Anti-Racism Articles, Books, Movies, Podcasts, and More

What White People Can Do for Racial Justice

Anti-Racism Resources Curated for Language Arts Teachers

Barry Déquanne

Culture & Global Citizenship

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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

Science as a Political Statement

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Follow Me on Twitter @msmeadowstweets

I had the honour of meeting with a group of scientists from the U.S. Centers for Disease Control and Prevention (CDC) this summer, and I can tell you that it’s no secret within the organization that using the term ‘transgender’ in your budget proposal this year doesn’t fare well for funding prospects. This isn’t necessarily a brand new barrier; deciding what gets studied (and published) has always been a matter of politics, often favouring the dominant narrative and priorities of those in power (not typically transgender people).

Harvard palaeontologist, Stephen J. Gould, writes in his thought-provoking book, The Mismeasure of Man[1], about a history of “scientists” using the platform of their profession to further political agendas. For example, 19th century Europeans conducted “studies” attempting to prove the fallacy that certain races are genetically superiour. Gould explains the ways that bias and falsification can turn “biological evidence” into dangerously misleading “facts”, and how readily these distortions may become justification for discrimination. While we like to think of science as apolitical, it isn’t. What we decide to study/fund/publish is driven by the values of those in charge of bringing research to light[2]. Gould makes a case that power maintains itself through science.

The Washington Post this week reported that the Trump administration is prohibiting CDC officials from including some specific words on budget proposals: vulnerable, entitlement, diversity, transgender, fetus, evidence-based, and science-based. There was no explanation accompanying the announcement, so the CDC and the rest of us are left guessing why. The mission of the CDC is to, “Protect America from health, safety and security threats, both foreign and in the U.S.” The organization covers all things health-related from general well-being to very specific, urgent zika virus research, and pretty much everything in between. (They also host an extensive resource on traveler’s health.)

According to the Washington Post article, in lieu of the terms ‘evidence-based’ or ‘science-based’, CDC analysts have been told to use the phrase: “CDC bases its recommendations on science in consideration with community standards and wishes”. Which community does this refer to, I wonder? Probably not the transgender community – just a guess. While I understand that a political administration has some leverage within U.S. public organizations, I would also hope that the professionals in charge of carrying out their mission to protect the health and safety of a nation are encouraged to do so in a way that is both evidence-based and science-based, not discriminatory or politically-motivated.

May educators everywhere continue to teach their students about the scientific method, about the pitfalls of biases, about the critical importance of reliable and valid results, and about the inclusion of underrepresented populations. Perhaps the CDC of today is being dissuaded from working on such projects, but I hope that our current students, when they are professionals in their fields around the world, will gain attention and funding for their studies about populations that are vulnerable, issues of diversity, transgender people, and other under-researched topics, and that they may do so openly using evidence-based and science-based methods.

[1] Gould, S. J. (1981). The Mismeasure of man. New York, NY: W. W. Norton & Company.

[2] Suhay, E. & Druckman, J. N. (2015). The Politics of science. The Annals of the American Academy of Political and Social Science, 658(1), 6-15.

Barry Déquanne

Stronger Together

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“We are stronger not despite our differences, but because of them.” ~Prime Minister Trudeau

The recent horrific and tragic attack at the mosque in Quebec and the subsequent categorical response from Canadians and concerned citizens around the world is a poignant reminder of one of our primary purposes as educators. As learning institutions, we must model and live by the highest standards associated with tolerance, empathy, and understanding while categorically rejecting all acts of hate, bigotry, and discrimination. The unique opportunity to serve as an educator includes an unwavering commitment to model and stand up for the values we hold dear in our schools.

While it is not the role of a teacher to promote and impose personal political views and beliefs, it is a teacher’s responsibility to denounce, without exception, all comments and actions that are not in full adherence with the school’s focus on valuing plurality, difference, understanding, respect, and tolerance. As intolerance is usually a result of fear and fear is often generated from a lack of understanding, the focus on learning in schools plays an ever-important role toward deeper understandings. The hope is that the suspicions and uncertainty that result from a lack of understanding or knowledge will be replaced with curiosity, support, and appreciation.

Prime Minister Justin Trudeau’s response to the shooting was a call to action and the coming together as a nation: “We will not stand for hatred and bigotry. Together we will ride from this darkness stronger and more unified than ever before. That is who we are… love, always love, instead of hate.” It is also heartening and inspiring to witness the commitment of our education colleagues and the focus of so many schools and organizations to take a stand against all that divides us. The message is clear in that if one of us suffers, we all suffer. By way of example, Asger Leth’s video, Three Beautiful Human Minutes, is a moving testimonial conveying the message that there is more that brings us together than we think. Teachers are also regularly seeking ways to embrace and learn from our differences. Alison Schofield recently posted a helpful article entitled, “How Teachers can Honor and Nurture all Students’ Languages and Cultures within an International School.” The University of Minnesota, where I am currently engaged in graduate studies, just launched a “We All Belong Here” campaign, with five key messages: 1. Our differences drive our greatness, 2. Respect everyone every day, 3. Rise above intolerance, 4. Stand up to injustice, 5. Strive to be inclusive.

This work is not easy, though it is of paramount importance. The studies of a colleague at the American School of Brasilia, Gavin Hornbuckle, highlights one of these challenges. Gavin conducted extensive doctoral research in the area of intercultural competencies. The results of his study and others indicate that “while teachers often believe that they possess the intercultural skill-set required to [help students to develop intercultural competence], in reality, this may not be the case” (Horbuckel, 2013). The research also stresses that the majority of educators have more of a monocultural mindset, while our students show evidence of being more sophisticated in their intercultural development” (Cushner, 2012). It is a fact that intercultural competence does not come naturally and is an area that we, as educators, need to continually work at, particularly as we seek to understand, embrace, and celebrate our differences.

Returning to Prime Minister Trudeau, one of his recent statements may serve as a guiding principle for our schools: “If we allow individuals and organizations to succeed by scaring people, then we do not actually end up any safer. Fear does not make us stronger, it makes us weaker. We are bound by one, unwavering, unshakable truth: we are stronger not despite our differences, but because of them”.

Blog: www.barrydequanne.com

Twitter: @dequanne

References:

Cushner, K. (2012). Planting seeds for peace: Are they growing in the right direction? International Journal of Intercultural Relations, 36(2), 161-168.

Hornbuckle, G. C. (2013). Teachers’ views regarding ways in which the intercultural competence of students is developed at an international school in Southeast Asia: a mixed methods study. Unpublished Doctoral Dissertation, University of Minnesota, Minneapolis, MN.

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Wijnants (Painting): https://www.flickr.com/photos/cosmosfan/14628522324
Barry Déquanne

Inclusion – Our Obligation

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By Barry Dequanne | Follow me on Twitter @dequanne

It was one of those emails that catch your attention. Mauricio, then a fifteen-year-old student in a Brazilian school, sent an elegantly worded statement about how he taught himself English so that he could realize his dream of attending a university in the United States. Mauricio had been studying our website and, as he believed our school’s values were aligned with his, was determined to join our learning community. What I did not know at the time was that Mauricio was going to forever change our community’s perspectives on learning and our understanding of the world around us.

Mauricio’s application for admission to our high school was the first we had received from a blind student. While Mauricio did not seem to be concerned that his blindness would limit his learning, a reflection of his indomitable spirit that I quickly learned to admire and appreciate, our faculty did raise several valid questions and concerns.

The consideration of Mauricio’s application was framed and guided by a mission and set of beliefs that highlighted diversity and different learning styles as essential values. Through dialogue, learning, and understanding, the high school faculty committed to admitting Mauricio and providing him with the best educational program within our capabilities. Mauricio also supported us through this learning process and was always quick to remind us not to think of him as a blind person, but rather a person who happened to be blind.

During one of our admissions meetings, I welcomed Mauricio to my office with the greeting, “It is great to see you…” but cut myself off as I realized the insensitivity of my words. Mauricio smiled warmly and replied in a manner that conveyed wisdom beyond his years, “It is also great to seeyou.” While it was a seemingly minor moment of learning, it was also emblematic of our own collective growth. I humbly shared with Mauricio how it was likely that we were going to learn far more from him than he would learn from us. And, this was in fact the case. Four years later, Mauricio graduated from Graded, the school where I previously worked, and he realized his dream of attending and graduating from a top university in the United States. It was also during this time that we grew the most as professionals and as a community.

While Mauricio was a student at Graded, we had the honor of hosting two very special people, Bill and Ochan Powell, who conveyed a similar spirit of promise and a unique ability to instill an intrinsic commitment in others to be the best professionals and people they can be. Bill and Ochan scheduled time after their professional learning facilitation to interview Mauricio as part of their work associated with inclusive schools. I remember clearly how our faculty and I beamed with pride and a sense of purpose when Bill and Ochan highlighted and congratulated the team for their work with Mauricio and their efforts to ensure Graded was offering a highly functioning inclusive learning program.

The following two videos present clips from Bill and Ochan’s work with Mauricio.

Interview with Bill and Ochan:

Learning in a Science Classroom:

The videos highlight Bill’s talents and concern for others and, correspondingly, one of the many reasons why there has been such an extraordinary outpouring of sorrow, love, and admiration from around the world to the tragic news of Bill Powell’s sudden passing. Bill was a remarkable individual whose impressive professional capabilities were complemented with a warm heart and deeply caring nature.

A recent exchange of emails with Mauricio highlighted the difference Bill’s vision and unwavering commitment to student learning and inclusion can make in a student’s life. The following is an extract from Mauricio’s note to me this week:

Needless to say, if it were not for my inclusion at Graded and before, I would not be where I am today. I have worked at internationally recognized corporations, attended top educational institutions abroad, learned the importance of adaptation and persistence, and demonstrated to others that blindness does not define one’s capabilities.

It all began with education – an education that was inclusive, grounded, and rigorous. It all began with teachers and administrators who believed in my potential, and who required of me the same as was required of any other student. If one has education one still faces challenges, the difference being that without it we have no solution. Blind people must be able to make any choice they wish for their future, with blindness being only a circumstance and physical characteristic. As the Olympics are held in Brazil, so will the Paralympics. We apply the inspiration and values from all athletes into our lives as much as possible so that we may continue fighting for opportunity for all people.

The message of six years ago still stands: people must ask questions, so that their doubts may be resolved. On the other hand, those with disabilities must believe in themselves, strive for their best, and not for what seems comfortable, and never be let down by expectations by others. Others may not know our full potential, but I find that most people will be allies if we help them help us. And, schools cannot do it alone – families must understand that disabilities shall never define where one wishes to go.

~ Mauricio

I am deeply grateful to Mauricio and Bill and Ochan Powell for the real difference they have made in our lives. Looking ahead, we hope to honor Bill’s significant contributions to the field of education and his dedication to the lives of others by ensuring a collective commitment to furthering his vision of inclusive schools where diversity, difference, and all learning styles are valued within the context of a plurality of thought and perspectives. Next Frontier Inclusion’s mission must also be our own: “to promote and protect the interests of children who learn in different ways or at different rates.” This is our moral obligation to Mauricio and all of the students, families, and communities we have the privilege of working with at our schools.

www.barrydequanne.com

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