Opposing Forces in International Education

When looking at International Mindedness, International Literacy and Global Competency we are living in a world where now, more than ever education and globalization are interconnected. When looking at Global Competency there are 4 skills that are essential to students as defined by the John Stanford International School JSIS, in Seattle, Washington: 

• Competent students investigate the world. 

• Globally competent students recognIze perspectives.

• Globally competent students communicate ideas. 

• Globally Competent students Take action.

What does this mean in the context of learning environments and global education? Creating International mindedness, global competency and international literacy are easy to talk about, but there are implications for what this really means for global education and the way in which schools approach international education. 

There are other competencies related to International Mindedness, such as Global and International Literacy. While Global literacy is defined as the capacity to recognize perspectives (other's and one's own) and the capacity to communicate ideas effectively across diverse cultures. International Literacy is the competencies, understandings, attitudes, language proficiencies, participation and identities necessary for effective cross- cultural engagement. Particularly in regard to Global and International literacy, one cannot succeed without the other. If students are unable to communicate effectively from their own and others perspectives they will not succeed in competent cross cultural engagement. 

At JSIS they have succeeded in creating a curriculum which is not only bilingual, but international. With a curriculum built off of different resources, including but not limited to IB the four listed skills for International mindedness are embedded throughout the curriculum. What is not mentioned in this outline is the 5th, and possibly most important factor in the success of JSIS as an international and bilingual school, the emphasis on staff support. Professional development, training, PLC, and more are what help to make the school such a success. You can talk about these definitions and ideas all you want, but until you create an environment where students and teachers truly have resources, time, and knowledge on how to implement them is when success comes. JSIS goes as far as to hire substitutes so that teachers can observe their colleagues and “pick their brains.” While most schools have some form of PLC, or team meetings, JSIS has built it into their weekly and monthly calendar. 

Looking at these definitions of global education it is clear that they are not in opposition, but rather each one is essential to the success of the other. IB offers this to a point, but the real progress is made in the classroom and in the school environment. With test scores well above average for all four core subject in Washington state it is clear that their methods are working. Let me make a note that I do not necessarily believe in test scores as a measure of knowledge or authentic learning, however it is a data point to argue with those who may be skeptical about the school model JSIS has created.