The Internationally Minded School
By Seth Ruef, International School of Luxembourg
You may find this funny, but I composed this article in my head while trying to fix our flush toilet at 5:00 am one morning over Spring break. We live in a German pre-fabricated home that was transported several hundred kilometers on trucks and then assembled in Luxembourg where we live. The flush toilet is a patented system of the builder and uses rainwater collected from our roof that is saved in an underground 3000 liter cistern and pumped into the house whenever the toilets are flushed. At 5:00 in the morning, no matter where you are, a broken toilet is important and challenging. After hours of disassembly, reassembly and experimentation (trying not to wake the household), I retreated to the computer out of pure frustration and wrote this piece.
Trying to define an international school in this forum seems a bit redundant as most of the contributors are already long-time members of the international education community. However, if I recall back to the days when I first returned to the United States after having worked at an international school, I remember having to explain what an expat was before describing the institution itself. This is not intended to be a negative reflection on where I come from but rather to explain that some places in the US are so beautiful that people have a hard time understanding why anyone would leave. And yes, the great state of Wisconsin is such a place. Back in 1982, it was all I knew and I left it all behind.
It would also be a mistake to think that what makes an international school is that it is situated elsewhere, teaching a curriculum other than that of the host country, in a language other than that of the host country and filled with students, many if not most of whom maintain a nationality other than that of the host country. This simply describes a relocated educational institution. A truly international school is better described as an internationally-minded school. If this is the case, then it is possible to have internationally-minded schools anywhere. In fact, I will argue that the future of our planet will depend on all schools becoming internationally minded. We are already finding out what happens (climate and economy) when we don?t.
Internationally-minded may seem like one of those educational cliché flavors of the month. It is actually more of a goal or direction than it is achievable. It describes a mind set, a change in priorities and a commitment to educational best practices. The more a school strives toward it, the further away it may seem. Truly internationally-minded schools realize that they are not the center of the universe but rather a small drop in a large sea. Let me explain.
The traditional model of schools as we have grown to see them is that of an institution intended to maintain the status quo. In any given community, it will produce educated citizens that can choose government officials who will manage the tax base that the citizens contribute toward. This society will then see to the further education of youth and the care for the elderly. And so the cycle continues. You are born, educated, contribute, grow old and are (hopefully) cared for. Since the start of civilization, some form of education has been crucial to its continuation. Closer examination would also indicate a common language, code of laws, culture, monetary system and possibly even religion.
Our communities have subsisted with this model for ever. The internationally-minded school recognizes this but places their school in perspective to a community much larger. The expression think global, act local is a big step in this direction but only a step. With the technology in use today it is possible to think and act global if need be. What does this look like?
To think global, a school may need to teach (dare I say require) the ability to function in more than one language. Language is the key to understanding any culture. Thinking global may also mean broadening the curriculum to include more than one system of measurement, many religions and perspectives in history. A globally educated person respects the laws and culture of where they are and where they may go. A global citizen has a clear understanding of right and wrong and human rights. In short, an internationally-minded school nurtures (no, expects) global understanding and respect from its students and teachers. An internationally-minded school works toward creating global citizens.
What is it to act global? For internationally-minded schools, this means leading by example. To address the global issues that fill our front pages and International sections requires that teachers and students think outside the box. As early as possible, internationally-minded schools teach students that their actions have a direct impact on the world they live in. This is not simply one day set aside to recognize different countries(although this is a good step but rather a theme in all lessons, assemblies, clubs, activities and sports. It is a premise that is driven by a mission statement dedicated to international understanding. When this is achieved (if it can be) a school will reflect and start again in pursuit of excellence and best practices. Hence, the truly internationally-minded school is never really there but always moving toward.
It may please you to know upon completion of the above paragraph, I bravely returned to toilet and tested it. To my great joy, there was a flush, a refill and then quiet. I whispered to myself in Letzeburgish "Wunnerbar!" There is nothing better than a job well done, regardless of make, model, language or country. Happy Spring everyone.
Seth Ruef is an ICT Learning Facilitator and Teacher at the International School of Luxembourg
(See profiles Requires registration or log-in.).
