C28: Fostering International Mindedness Daily

by Lu Gerlach

The second layer of the foundation in our PYP house is international mindedness. It helps to cement our school culture with building relationships with each other and others around the world.  How do we do this in a practical way on a daily basis?  I believe it is about how you lay out the physical space and intentionally planning international mindedness into our unit.  Here are some examples of how to do this.
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​We have spoken previously about multilingual and multicultural texts from the lens of the learner profile.  Now, we are going to expand how we can use these same texts to build international mindedness.

Using multilingual texts sets a tone that all languages are welcome here.  This is so important as society is still transitioning from assimilation to acculturation.  

I’m a product of assimilation where all of my Korean roots were washed out of me by my immigrant mother.  She must have faced the sting of racism one or more times, because she did not want me to miss any opportunities due to an accent.  Unfortunately, by the time I was seven years old, I no longer spoke, read, or wrote in my native language.  To me, this is heartbreaking, because I have such a block against the language and it all looks like jumbled symbols in my mind. 

When we embrace multilingual texts, we state that all languages and cultures have value.  This is so important in building a school culture of inclusion.  I wish I grew up in a time where my language was valued at school, rather than, being ridiculed by my teachers for not speaking English.  Please do not pass on this unsavory practice, because it has lasting consequences.  I know from first-hand that students will eventually master English with time and context.

Using multicultural texts sets a tone that the dominant culture is not the only perspective we can follow.  The minority cultures provide a richness in understanding how people around the world are similar and different.  This is important if we want to break down cultural barriers, reduce provocation of war, and work together to share the earth’s resources. Using multicultural texts helps us to go deeper into the cultural iceberg and find a common ground with others. 
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A missed opportunity in many schools is using the wisdom and experience of families in our community to present on a variety of topics.  This allows for a wider perspective of the world, while building stronger bonds. Here are some ways to incorporate our families more into the learning process. 
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• How We Organize Ourselves - have parents from around the school community present on their role in supporting the community (teacher, police officer, fireman, engineer, construction worker, entrepreneur, etc.)​  

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• Where We are in Place and Time - have migrant parents share their experiences of coming to our country and share the challenges and opportunities that came with the major change. 

 

• How the World Works - have parents who work in any of the sciences share their role as a scientist. 

 

• Who We Are - have parents who work in health, building relationships, life management share ways to build up self-efficacy. 

 

• How We Express Ourselves - have parents showcase their various talents and demonstrate the process. 

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• Sharing the Planet - have parents who are passionate about sharing the planet through recycling, reusing, upcycling, reducing give practical tips to the class

These are some ideas on how to incorporate the wealth of resources at your school.  If you live in a school that does not have access to all of these resources within your parent body, consider reaching out to the leaders within the community to support your efforts.  ​

Reflection Scenarios

​Something we can do daily to build respect, open-mindedness, and empathy is through regular reflection scenarios.  This can be an oral experience where students buddy up, whole-class discussion, role-play scenarios where students act it out, written reflections or a combination. 
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​Present a situation that requires some thought and may pull on the emotions. Ask students how they might respond if they were in the scenario thinking through the lens of the learner profile.  This is a tangible tool that students can use to demonstrate international mindedness. 

How might this look? Here’s a possible reflection and reaction.

Scenario:  A new student from Pakistan is trying to join the soccer/football game.  He has limited English ability, but understands the rules of the game.  Because he is unable to express himself, some of the students start making fun of him.  What will you do? 

You can process it by: 

• Working on your own
• Talking it out with a partner
• Meeting in a small group of four

You can show us your thinking by: 

• Making Role-play the situation
• Creating a storyboard to illustrate your ideas
• Writing a letter to the student
• Coming up with your own idea

Through regular reflection scenarios, you can assess student understanding of the unit ideas while building up international mindedness.  There are endless ways to bring about international mindedness in your school.  It’s about what resonates with you and your learners.  Just start the process of talking and thinking.