We are often told our world is shrinking. In the 2005 book The World Is Flat, Thomas Friedman’s commentary about the flexibility of time, space and learning makes the shrinking boundaries of nations, continents and hemispheres crystal clear. It is into this world that our students will venture once they leave our walls. In fact, they are already global denizens through the virtual travel that has taken them far beyond the barriers many of us experienced growing up.
Many schools encourage their students to reach beyond the building’s bricks and mortar. They may promote programs, both for credit and not, that facilitate learning in other nations, enable engagement in service projects during holidays or provide volunteer opportunities in the community, all of which help develop a view beyond the local scope. Students not only see how life is lived in another family or in another nation, but gain an appreciation of differences and develop a sense of their place in the world; their learning is enriched and they understand that the western-centric Mercator-projection perspective of the world provides only one view.
At St. Mildred’s-Lightbourn School, an independent girls’ school in Oakville, Ontario, developing graduates with a global view was the motivation for the development of the Global Studies program 11 years ago. A graduate who is familiar with the world is comfortable stepping into unfamiliar surroundings; she is an active participant in her life and possesses the skills to become a leader. The school vision includes building extraordinary experiences that take students outside their comfort zone, incrementally enabling the girls to understand how they can become active and contributing members of the world community. Before they graduate, the girls develop a deep understanding of themselves and their place in the world. Over the years, the original program has seen many iterations; as the girls’ needs have changed, the program has been adapted and enhanced, while honouring its original purpose.
The lack of available time is often the stumbling block for new initiatives. At St. Mildred’s-Lightbourn School, time was carved out of the annual calendar so as not to compromise curriculum. The program gained credibility; teachers, parents and students understood that the opportunities presented enhanced and supported curricular learning in addition to providing opportunities for the girls to learn about themselves. Curricular tiebacks continue to develop. Judy Ross, director of Global Studies, feels that after the program’s successes in the senior school, her greatest achievement has been to continue the program into the junior school, where girls as young as seven experience the world from their classroom. Exchange students from Japan, Australia, Scotland, Tasmania, France and China share unique aspects of their culture with all students. The girls’ eyes are opened as the wonders of the world are brought to them. This initial introduction blooms into opportunities that encourage the students to challenge their comfort and examine the world. Throughout, the focus is on near and far; through hearing speakers, visiting local cultural centres and activities such as Right to Play, the girls learn how they can make a difference locally. The program culminates in Grade 11, when almost 50 per cent of students spend a month in another country. This has been a life-changing event for many girls, whose experiences have included working in a maternity ward in Ghana or Argentina, assisting in an orphanage in Guatemala, researching the need for biodiversity on the Great Barrier Reef and participating in small animal rehabilitation programs in the Gulf of Mexico. They have become responsible global citizens who better understand the world and that their involvement can make a difference. They have become passionate about their experiences and share impressions and learning with family and schoolmates when they return. Statistics also suggest these experiences stick as students move through post-secondary education and beyond. Many students say their Grade 11 Global Studies experience led to their desire to seek university international-exchange terms or enrol in graduate studies in international development fields.
The preparation for this final block has been incremental; over the academic years, it has grown from singular days to supervised blocks of time, evolving from several days to a month during the senior school years. Throughout the experience, the girls have built skills and confidence, and their vision of the world has become global.
The program has provided a platform for learning—the individual students have made the global community their classroom, and they approach the world with open eyes and minds. Growing global citizens is not merely good for our school. Growing students who understand their responsibility benefits the world, but there is a greater cause at work. These students are the next generation, who, more than ever, must understand the concept of sustainability in its broadest parameters.
Comments
Elaine Kachala
parent
Hello
I am trying to view the video that goes with this article as listed in the magazine it is a video of student Nicole Kachala describing the benefits of a global studies program. Where is this link?
thanks
Agnes Stawicki
Managing editor, Our Kids Media
Hi Elaine -- The video was just posted online, and you should now be able to view it above. Hope you enjoy it!
Dorothy Byers has been an educator in the roles of teacher and administrator in both public and independent schools. As a curriculum leader, she is passionate about developing opportunities for students to learn in nontraditional ways as they develop the knowledge, skills and attitudes to be leaders and stewards of our world. She is head of senior school at St. Mildred's-Lightbourn School in Oakville, Ontario.
There are many ways for your school to ensure it is sustainable: financial, environmental, demographic, programmatic and global. What is being done at your school?
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