|
|
|
International Schools As Communities |
|
International schools function as communities far more than schools in home countries. Boarding schools must be a 'home away from home' for their students while local international schools are often a focus for the whole family. Expatriate students are frequently unable to participate fully in the local community and the school becomes the focus for leisure time as well as school time. Parents too, find opportunities in the school for making friends and using experience and energy in meaningful ways. School communities are not always comfortable. Multicultural communities are complex and require a high level of readiness and ability for negotiation and compromise. As even these factors vary from culture to culture, people of some cultures may find themselves compromising more than 'their share' or beyond their comfort zone. The numbers of people of various nationalities and cultures also affect relationships and the perceived 'fairness' of community norms where these exist. Other factors can affect community spirit and commitment. In some countries, parents are discouraged from being involved in schools or they may become involved only in certain areas, primarily educational. It requires effort and effective communication to involve these parents. Expatriate spouses, keen to find meaningful uses for their time can become over-involved in schools and the inevitable frustrations of expatriate life can be taken out on schools. Some schools, uncomfortable with these complexities, harness parents' energy solely for fundraising while discouraging parents from becoming involved in more meaningful ways. However, it is the friendships and lines of communication that are established within the community framework that allow schools to weather international conflicts that involve parents and students. This also applies to familial crises that, in the absence of support in the wider community, find their outlet in the school. A healthy school community is essential to the functioning of a good school.
|
|
|
|
Good communities do not just happen. They are the result of commitment to this aim and the readiness to put in effort, to communicate, negotiate and work as a team wherever possible. Hallmarks of a good community are also the ability to work through conflict, a level of forgiveness and preparedness to try again. The way a school is run sets the tone for the school community - in and out of school. Very little in a school community does not reflect the principles and operation of the educational environment.
|
|
|
|
Program 1 (1 day) Module A - Functional intercultural communities How do good intercultural communities function? What are their hallmarks? This session covers the essential components of healthy intercultural communities and involves a series of activities in which participants plan 'their' community. Module B - Community building Building a good community is no easy task in this complex environment. In this session the building blocks and the steps to building a healthy community are considered. The analysis of problems within communities and action plans for restoration, reunification or remediation are developed. Module C - Encouraging participation In a varied community, how can participation and teamwork be encouraged, how can barriers be broken down.
|
|
| About Us | Programs | News & Events | Literature |Links | Contact Us | Schools Main | Home | |
© Caitcheon Cross-Cultural Services 2001 • All Rights Reserved
