NAIS- Integrating Global Education in our Schools

Talking Heads- Continuing the conversation about global initiatives in other schools

Global Education Summit (GES) participants and other school leaders are invited to compare notes on global education in their schools. Schools with innovative programs or solutions will have the opportunity to share what works, how, and why.

Presenters:�

1. Dick Hall, NAIS Board Global Task Force
2. Barbara Chase, Phillips Academy (MA)
3. John Strudwick, Lake Forest Academy (IL)
4. Jack Creeden, Providence Day School (RI)
5. Paul Geise, Pine Point School (CT)
6. Bill Christ, Hathaway Brown School (OH)
7. Claudia Gallant, Sewickley Academy (PA)

Curriculum that isn�t taught but happens when international students come into the community.

Organizations:

•  NAIS- 20/20
• Assist
• Global school/ Global village
•  www.nais.org > resources>global education

Not content to give a fish or teach how to fish, but to revolutionize the fishing industry

www.globalconnections.org

Claudia Gallant

Pennsylvania � Why should you change a �perfectly� fine program. How do you prepare the kids for a global view? Program has to be mission driven. Faculty usually think about their own classes or departments. First conversation has to be about the mission of the school. How will the faculty respond to the mission. Board � Leadership- Faculty- Parents.
Big picture- requires architecture. Don�t think about specifics, but the whole. Where are you heading to?

1. Design on the pieces on what is already there. What are you doing already, as a piece, of a big puzzle.
   1. Faculty committed to a foreign language program. Sending students and faculty on exchanges. They come back transformed. Individuals were changed, but not the system. They came back to a place, where the individual had a hard time adjusting. If that does not happen, the relationship is out of sync.
2. Grassroots of the faculty has to be developed. Teachers teach what they like. Need incentive to give them. Professional Development needs to be in plan. Strategic plans that includes global awareness. First teachers going to a country, then coming back and taking students.
3. Formed a global task force among faculty. Send them to schools with great programs. Call to find out if they would host the group. Faculty that expressed interest , went to these places and came back to be the leaders. That leadership comes from their experiences.
4. Global studies program, will be built from the lower school up. Language, cultural awareness. Global Studies program certificate, when students graduate
   1. Service piece
   2. Academic piece
   3. Experiential piece
   4. Language piece

Paul Geise
Pre-K-9
Dolphin Project
Small school in CT www.pinepoint.org

Start the process of global education early on. Global connections. School community- parents, students, faculty.
Clear on mission of core value-what do you have to contribute and how do you partner? As a small school they partner. What resources do you have available to you?
International Study program. Take the studies on the road. 9th grade plan and prepare an overseas experience. Ex. They are going to UK this year. Where is learning to be had. Just go and find it.
Two initiatives:

1. Dolphin Project
   1. Partner with domestic aquarium. Researcher use office space on their campus. After school programs of dolphin communication research. Students have gone out into the field with the researchers (Japan/Honduras/Bahamas)
2. Establishing as an International school

Bill Chris
Cleveland, OH
Center of Global Citizenship
Blueprint for girls� education.
Academics, Arts, Athletic, in orbit around the core, beyond classroom experiences are offered. Everyone in the student body gets involved. Atmosphere changes, even if you are not willing to go a certain route, you will get transformed. Full time CEO of that program. Someone needs to be in charge of the program. Teachers cannot just lay low and ignore what the path of the school is

• Curricular part
• Students life dimension
• Exchanges and partnerships
• Faculty travel and exchanges
• Service learning
• Lecture series
• Internships with business in the area.

Partnership with schools around the world. Branch Operations. Import and export business in the educational field. Send students and teachers. International educational Symposium once a year among partnering schools
Technology offers great opportunities. All students have opportunities to talk to others around the world.
Develop a program with will and energy!! Hire diverse international faculty.

Jack Creeden

World View Program University of North Carolina. www.providenceday.org
Diploma Global Studies In conjunction with their HS diploma. Form of a major
1. Required part
o Language
o World
o Global Studies course
2. Electives
o World Religion
o Comparing Political Systems
o Second foreign language
3. Extra Curriculum Requirement
o Non classroom programs
o Global studies lectures (outside speakers)
o Model UN
o World Quest
4. Cross Cultural Experience
o Host exchange students
o Be an exchange student
o Global Research Project. Identify a global issue that is important to them, then present to a global faculty committee

Diploma is only in Upper school. Trickle down effect to Lower School.

Participation for Faculty Diploma- Language learning, travel abroad experience

John Strudwick
Global Youth Leadership Institute
How can schools deliver a global education

1. Clear and consistent vision of global vision
2. Coordinated and integrated program (internally and external partnership)
3. Total commitment to the vision from head of school and board of trustees

Global Pluralism- Cosmopolitanism
It is not only about tolerance, diversity, but to celebrate. Educate without hierarchy.
Curriculum- Programs that show constituents that we really mean what we say.
Looking for experiences for our faculty. SEND THEM ABROAD.

Fully committed and embraced. Even admission needs to be committed and embrace to recruit and admit students from diverse cultural backgrounds. Partnering programs and outside initiative. Assist program.

Global Youth Leadership Institute
Focus and achieve global understand Individual and collaborative leadership to assist schools in their missions to inspire socially responsible young people.
Earth a Model of Global Pluralism (Costa Rica)
www.gyli.org

Barbara Chase

Dilemmas schools face

• Focus, can�t let your energy be dispersed by too many things
• Sustainability- environmentally, cost of traveling
• Technology- network
• Financial Aid- Offer programs that some students won�t be able to afford??
• What courses to teach
• What language to teach- Does it include culture?
• We only have so much energy.IF the international part of global becomes too important. How do we balance local with global. Global does not only mean international it also means local.
• Grassroots vs. Top-Down

Get out of the way to good Ideas

Wicked- The Musical

I was simply blown away yesterday when I saw Wicked on Broadway. It was not only the amazing set and costumes and incredible voices of the actors, but it was the connection I heard and saw in the story line. The underlying theme that the theatre piece was able to deliver so clearly by the actors…

Humor me as I treat the fiction story of Wizard of Oz as real.

All of us, since we first saw or read about Dorothy and her adventures in the land of Oz, have had a pre-conceived understanding of what happened. We all rejoiced when the Wicked Witch of the West melted and Dorothy was saved and free to return home.

Who actually took the time to question:

• if the witch was truly wicked…
• if she truly deserved to die…
• if she deserved that no one would waste another moment on her character…

We (I) did not even question that there might be a different side to the story. It was a done deal, that the witch of the West was the bad one and that beautiful Glenda was the hero. Never mind the witch that was killed when Dorothy’s house landed on her.

What an amazing story unraveled that challenged your understanding of whatever you had believed was true and not ever in question before.

Here is what I “knew” to be the whole story before:

Dorothy with her dog, Toto, are in a tornado and the house drops on a witch in the land of OZ. The good witch Glenda gives the witch’s shoes to Dorothy to help her get back home. On her journey she meets a heartless tinman, a cowardless lion, and a brainless scarecrow. They continue with her on the journey to meet the wizard of Oz. The wicked witch of the West, sister of the killed witch, tries to get Dorothy to return the shoes. The Wizard of Oz meets with Dorothy, only to tell her that she will need to bring him the broom of the wicked witch of the West before he can help her. On her quest, Dorothy is captured, but ends up being successful in securing the broom by throwing a bucket of water on the witch which causes her to melt.
Dorothy is being celebrated as the hero that killed the wicked witch of the West. Dorothy brings the broom to the wizard and returns home by clicking the heels of her shoes together and repeating “There is no place like home” .

When I first heard of the play and that it was about what happened before the witch melted, I thought that it story line will explain to the audience the reasons WHY the witch turned bad. Surely her upbringing would be at fault. Surely things that happened to her defined why she was so wicked to the bone.

Here is what happened.

The wicked witch together with her handicapped younger sister are sent to a school. Their father loathes the green witch and adores the younger sister. The older one is simply being tolerated as the caretaker of the younger one. Because of the color of her skin she is being outcast by her peers. Even her sister resents her. At school they meet Glenda, a beautiful and popular girl. Glenda and the green with end up rooming together. The green witch is intelligent with great powers, that do not go unnoticed by the wizard of Oz. Glenda on the contrary is played as a superficial, shoe loving “dumb blond”.

The green witch, Elphaba, longs for acceptance for who she is. She puts her hopes in the Wizard who she believes is the truly powerful man of Oz and would accept her and her powers.

While at school, Elphaba, earns the respect of her teacher, a goat (If lions, scarecrows and tinmen can talk..so can goats) . To make the story shorter, the disappearance of many teachers across the land, animal experiments and the bystander attitude of all in fear of their own status and safety leads Elphaba to stand up against the Wizard. He tries to lure her with promises of acceptance and power of joining him. The witch defies him and goes into hiding. Through propaganda by the wizard and his followers a witch hunt for the “WICKED” witch  ensues.

My favorite scene was Elphaba’s understanding and rise to being a witch- Her understanding of who she really was and to be proud of that. She could not be quiet of what was happening in the land of Oz. Her choice of doing the right thing, against doing popular and safe thing.

You can listen to the song “Defying Gravity “here.

History will always be written by the winners. So often the points of view of the losers are being lost or distorted for the rest of the people yet to come.

Depending on your point of view one person can be called a “liberator” or traitor, an invader or savior…

Truly an amazing show and great music. Can’t wait to be able to take my daughters one day.

Wicked

NAIS- Global Education Summit

This past Wednesday I attended NAIS- Global Education Summit in New York. Here are my notes that I took

International Perspective needs to be strengthened. Extending global perspectives in the wider educational scheme

Kwame Anthony Appish

Go beyond the minimizing of people. Defining a person by only one thing: women, Jews, Muslims, etc.
Fear of differences and how it changes our attitudes. Responsibility for EVERY human being. We need to shape our moral lives with this in mind.

Openness to people and cultures beyond the ones they were raised in.
Citizens of the World. How close is the kinship among men? Close in the kinship of spirit.
National identities, religion and racial are the conflicts of today,

Cosmopolitas- Citizen of the World

Diogenes- no world government. Members of a single political community/government. But we need to care about all citizens, fellow humans.
We can borrow good ideas from all over the world, not just our own traditions. The value of dialogs.

1. Don�t need one single government
2. We need to care about all human beings, even if there are not in our own group
3. Conversation from each other above our differences.

We can now realistically imagine communicating with other world citizens.

We can now know about each other. We will inevitably affect each other.
Cosmopolitan values �Culture does not matter itself, but culture matters to people.
We can affect and learn about other cultures. Challenge is to take minds and hearts that have lived for a long time in tribes and groups and transform to a global tribe. We have to start with the young.

Education- Learning of information

Aristotle: What is good for us humans. What is good to have and to be and do what it is.

Idea of community in which and for which we develop. Everyone plays a role in the community and the community shapes you. We live in many overlapping communities. We need to shape our citizens for a loyal and global community. How can a community be organize to prepare for a life in common.

Education: Intentional Transmission of culture from one generation to another.
Exposure to language- Children learn their first language with no theoretical appreciation how does it work-

Social Life in general- morality. We are natural imitators-

Nations are by definition communities segregated by borders- Encourage young people to go aboard to work and study with other people across the world. It is crucial to a cosmopolitan education. Practical not a theoretical explanation.

We need to pass on our cosmopolitan ideas

1. Celebrate a wide range of diversity. Reorganization of the fallibility of human knowledge.
2. Idea each individual has responsibility for their own lives. Self-management. Human beings live by standards that they choose. Leaving out your own mode. Live by ideas that you believe in. You can not tell someone else how to live, just because you believe that it is the wrong way. Not about whole sale conversion. Listen to their argument even if you believe that their mode is wrong and they believe is right

We need to learn about other ways of life
See at least one movie with subtitles a month!!!!

Enemies of cosmopolitanism- Deny legitimacy of universality and differences.

Some humans matter to us more than others- family, fellow citizens of your own country- religion- ethnicity, etc.

Cosmopolitan asks themselves- Am I doing my fare share to take care of my fellow humans.

Cosmopolitans: Our knowledge is imperfect and subject to revisions
Fundamentalists: One right way to live for all human being- Willst du nicht mein Bruder sein, dann schlag ich dir den Schaedel ein. If you don�t want to be my brother, I will smash your head.

Tolerance- Respect to the ones that see the world differently.

Cosmopolitan intuition. Sometimes it is not enough is it good for us, but also good for others.

Make things better in a respectful matter and do the right thing at a reasonable cost. Conversation- the character depends on the people who are in it. Reflect on the participants. Depends if you are having at a Baptist convention or a World Religion convention.

Kenneth Bacon

Policy Issues, preparations,

It is necessary to educate children of the horrors of genocide. With intend to destroy in whole or part of ethnic group or religion.

Three ways of looking at Genocides

1. Perspectives to the victims
2. Perspectives of the perpetrators
3. Perspective of the Bystanders

Will we be bystanders? Will we be passive, look away at the face of evil. Will we be bystanders???? Don�t stand by�stand up.

1. Support peace keepers in Sudan
2. US and allies need to be more aggressive in sanctions against the officials of the countries responsible for Genocides
3. US has to take a tougher stand with China, who is supporting with arms countries responsible for genocides.
4. Students are making a difference.
5. Urgency of doing� knowing is not enough
6. We have more access to information than ever before, what we have not learned yet is how to evaluate these different kinds of media.
7. Ability as a nation to engage in preventative diplomacy is pathetic
8. Ability to promote development has dropped � huge mismatch about resources (military and non military problem solving institutions)
9. Genocide/ethnic cleansing? In Guatemala/Kenya

What about the countries that did not stand up to Genocides? Unwillingness to help Jews confirmed the Nazis of the rightness of their doing. Resistance and pressure is needed by the rest of the world.