A recent assignment in the Masters of Education program with Moreland University asked students to define three interrelated terms, each term trying to get closer to what it really means to be international and what the goals of an international school really might be. It isn’t all that easy!
Here are excerpts from Natasha Howard’s definitions, with a few comments that Natasha and I added together. See if this describes feelings of international-ness in your context.
In today’s globalized world, educators face growing pressure to integrate 21st-century skills into their classrooms and to cultivate global citizenship among their students. These expectations are accompanied by the challenge of fostering international mindedness, intercultural literacy, and global competence – concepts that, while widely discussed, often carry multiple interpretations. Educational organizations and scholars alike have worked to refine these definitions, aiming to provide teachers with clearer frameworks for adapting curriculum, instruction, and school environments in order to help better prepare students for our interconnected world. After conducting research and reflecting on my own experiences, I’ve sought to do the same.
How do these terms take shape in my own understanding, and how can I define them in a way that resonates with both my experiences and emerging global perspectives? Furthermore, how can I help others grasp these concepts through a clearer and more concise explanation? And how do others resonate and relate to these concepts within their own contexts?
International Mindedness (n.) A mindset or way of thinking about the world that encourages one to develop a broader perspective. The pronouns used for international mindedness are “us, we, and our”. This type of mindset helps us see beyond national borders and understand the connectivity between all inhabitants of our small, precious planet.
I see international-mindedness as the ability to think in a broader sense about the world around us, to see beyond the narrowness of nationality, and to expand our minds beyond borders. Similar to a growth mindset, international-mindedness can help us see the possibilities of connecting with others and the obstacles that can be overcome when we are aware of the interconnectedness and interdependence of all things. I almost want to change the phrasing of this concept to “interconnected mindset” and take the “national” out altogether.
Does an “interconnected mindset” resonate with you? To what extent does it describe the underlying ethos of your international school?
Intercultural Literacy (n.) The ever-developing skills and knowledge that arise from exposure to and reflection on different cultures, languages, histories, and perspectives. We are working on our intercultural literacy when we push ourselves, and encourage our students, to see the world through a lens of connectivity, respect, appreciation, and empathy.
When we think of literacy, we often think of the ability to read and write, so, for me, this definition encompasses the ability to understand and appreciate other cultures – and if our own culture and experiences thwart our understanding, may we at least lead with an open mind and respect. For the more we learn about others and their experiences, the more empathy we are likely to develop. This, in turn, provides us with the skills needed to interact with those we may tend to see as “different.”
Our goal in international schools is not to remove cultural differences, but rather to be comfortable living and interacting with friends and colleagues who are indeed different, based on their cultural upbringing, manner of understanding the world around them, and relation to others. Through understanding that our differences are real, we take a step toward living in a world of multiplicity.
Global Competence (n.) An understanding of the world and the ability to address global issues in meaningful, productive, and collaborative ways; an awareness of the interconnected nature of things combined with skills and the desire to act.
The Oxford Dictionary defines competence as “the ability to do something well.” When we compound that with the word “global” it naturally extends to the ability to engage effectively in our interconnected world. However, before we can reach global competence, we must first cultivate a certain level of awareness and develop the skills necessary to interact with the world in meaningful and productive ways.
We must be able to recognize that we are all connected and interdependent. Our international mindedness moves us across borders, and moving across borders strengthens our international mindedness, or interconnected mindset. Once we develop this broader perspective, we are able and more open to developing the literacy skills necessary to work productively, respectfully, and well with those who come from other cultures–to combine our experiences and knowledge with the common goal of working with competence in a global context. With such awareness and skills, we embrace diverse values and viewpoints.
When we pay close attention, we see the underlying connections between all things–how they affect each other, support or hinder one another, and build off of each other. They are intertwined and, therefore, reinforce one another, creating a blueprint for meaningful global engagement.
So, as we attempt to embed the concepts of international mindedness, or having an interconnected mindset, intercultural literacy, and global competence into our educational structures, we empower students and educators to understand the significance of creating not only a more cohesive global community but a more compassionate one as well, which I would argue is very needed in today’s climate.
Understanding our world and the people in it are not only worthwhile goals, they may be existentially necessary as our human population continues to grow and the available resources continue to shrink. Understanding alone, however, isn’t quite enough. Are you helping your students and staff to take their knowledge beyond the school, to act locally for global causes, to apply their interconnected mindset?