Shalini Ghosh A metamorphosis of non-believers of international
Shalini Ghosh A metamorphosis of non-believers of international mindedness into believers, in the Asian context Change INTERNATIONALISM Shalini Ghosh
Is it all in the mind? WHY CHANGE TOOK PLACE? Shalini Ghosh According to Lawton (1989), the curriculum is a selection of the culture of a society. We went to school to be
educated, to acquire the knowledge and skills which would be needed when we embarked on life in the adult world.(M.Hayden, 2007) Gutenbergs Printing Press went into action in Germany, in 1439 People got introduced to
new ideas and were no longer landlocked by narrow notions of individual beliefs. Education or exposure to literature, which was largely interactive process in oral tradition, it was now at the disposal of the individual. (Samuael Gary) Sending
children out for more modern and learner centric education Need for Education which is not so Foreign
WHY CHANGE TOOK PLACE? ..A Small place - Where the 21st century learner should be a lifelong learner; - an individual who is
adaptable to the working styles, interpersonal relationships and the soft professional tools needed at the time. Educational
institutions need to prepare this kind of an individual. WHAT KIND OF CHANGE TOOK PLACE? WHAT Shalini GhoshKIND Activity
Possible Meanings Developmental education- the focus is primarily promotion of awareness of the development
issues of a school Comparative education- using the focus of a countrys philosophy and practice for another country Global educationamalgamation of educational deliberations that go beyond just the national aspects in the national system Needs
believers Fig 1: Interpretation of Thompsons Tripartite Model Fig. 2: Interpretation of International Schools Association Model
WHAT KIND OF CHANGE TOOK PLACE? education for international-mindedness (Hill, 2007) contain course content that provides an international perspective; recognize that the world is increasingly interdependent;
provide activities that bring students into contact with people of other cultures; create a context for world peace by providing opportunities for many cultures to learn together in mutual understanding and respect. Emerging School Groups European Schools, which are obviously Eurocentric; the English Schools Foundation specialized to deliver the British
style curriculum in Hong Kong; Yew Chung International Schools, based largely in Hong Kong and China, operating on co-teaching systems, with one Chinese and one westerner in the room teaching in dual languages The Dutch school and the Japanese schools found outside the respective countries aim more specifically towards providing
education to their own children off Emerging School Groups IB Programmes- a continuum Philosop hy +
Organisati on Formal Curricul um + +
Informal Curricul um + Interactio n with external communit y
= Internatio nal mindednes s Nurtured So what is the problem then?
- Stocktaking on Stakeholders Who all does the change affect and How? Students: to develop the whole person
It nurtures the intellectual, emotional, social, physical, creative, aesthetic, and spiritual potentials concerned with life experience, not with narrowly defined basic skills. is making meaning of and a quest for understanding the world, which goes beyond far beyond the limited horizons of curricula,
textbooks and standardized exams. The trend change in educational systems Tests Designing Labs Processing
data Essays & ppts Semester/ year end exams There are non- believers in the programme!
Parents: roles that they play the parent body consists mainly of well-educated, professional people who value education and have high expectation of their children and hence of their childs school
since there is a lack of clarity on what International-mindedness means (Comments like: Why does the school need to follow the National anthem every alternate day, if they are international, says as expat parent and on the other hand, Why dont we celebrate all our festivals in the classroom? says a native parent.)
There are non- believers in the programme! Tests Designing Labs Processing data Essays &
ppts Semester/ year end exams To keep the parents happy, does the school confuse the student? Teachers: imparting smooth philosophy
are the protectors with the learner at the centre Go through continuous professional development to acquire the best skills to empower her to provide best delivery. Needs to have a readiness to change every now and then and spend that extra time. (I have been teaching for ages
and getting results) Tests Designing Labs Processing data Essays &
ppts Semester/ year end exams There are non- believers in the programme! Trustees/ Managements/ Universities:
One of the biggest risk takers amongst the huge family are sure the trustees who set up the school. The school management must strive hard to make that risk worthwhile.* From the other side this can happen only if universities support.
The MYP values both process and content, allowing us to focus on personal and academic development so growing students into confident and caring members of the community, says R Matthews, director of IB, Havelock Academy, Grimsby, 2010. -As more and more universities
start to recognize the programmes there is a new found confidence in the ones who deliver and the ones who receive. -a clear indication that we need more believers. What can be done to retain the change? Shifting mindsets of those who mind
Possible solutions- deep seated internationalism - Instructional learning - Practice experiential learning - Adaptation: Acknowledging successful curricula as part of existing; - Integration: Using best practices from a range of successful curricula; - Creation: creating a programme from first principles - Strategies which turn the learners
dependent on the educators and make them egocentric A lot is in the mindset if one does wish to aspire to take new philosophies, such as International mindedness on board. Since there is an ambiguity on what is the ideal amount one should change, we choose
sometimes not to. In the process we turn Non believers. Eggs are friends, not food ! THE EGG MODEL. Ones who deliver Learner at the centre
(MYP) Ones who design (IB) Receivers in the community(Parents-SMTsUniversities) Eggs are friends, not food ! THE EGG MODEL.
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