Explicit inclusion of anti-racism in international accreditation standards
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How do you shape the future of international education?
The international education organisations and schools benefit from institutional and structural racism and have the power and privilege to dismantle racism in all forms. International educators and leaders around the world have the power to shape the future of international education so that we co-create a world that is diverse, inclusive, just, and equitable - and true to the beliefs on internationalism and global citizenship that we value.
We strongly recommend all accreditation agencies and organisations that accredit and evaluate high quality international schools around the world to ensure the explicit inclusion of anti-racism and anti-discrimination in all forms in the different standards of accreditation: Purpose and Direction / Guiding Statements, Leadership and Governance, Curriculum, Teaching and Learning, Recruitment and Staff Development; as well as Staff, Student and Family Wellbeing. To ensure the development of policies on anti-racism, inclusively developed by the community, in all these areas in the same manner that some accreditation framework has emphasized accountability on child protection on student well being.
International education is an evolving organisation and community that is responsive to the crises of our times. We responded to the child abuse issues with Child Protection through the development of an international task force as well as workshops on intercultural competence; and now is the time to address explicitly racism. The opposite of “racist” isn’t “not racist.” It is “antiracist.” (Kendi) We have to name it if we want to own up to our privilege and power. Intercultural competencies, internationalism, globalisation, cultural appreciation while all relevant and important, are now a basic standard expectation, and minimal. We are accountable and we can do better.
Here are suggested revisions for the CIS Accreditation Standards:
EQ5. To what extent is there a shared understanding and common approach to the development of global citizenship, anti-racism, and intercultural learning across the school?
A3i. The school puts into action its contextual definition of global citizenship embracing intercultural learning, anti-racism both inside and beyond the classroom, as evident in the learning experiences of all students.
B7. The leadership of the school has the understanding of the power and privilege of international schools in dismantling institutional and structural racism.
B7i. All leaders demonstrate that they actively enhance school culture by developing anti-racism policies and procedures that will ensure protection of students, families, teachers, non-teaching staff from overt and covert racial discrimination.
Domain C - EQ 3. How does the curricular and co-curricular provision foster global citizenship, intercultural learning, anti-racism, and an understanding of the school’s cultural context and how are these aspects planned intentionally and developmentally in an age-appropriate manner?
Domain C - EQ4. How effective is the provision and delivery of language learning? How does the school honor and amplify the students’ linguistic/cultural background and/or the language-context of the school’s location, and is it supportive of lifelong learning?
C2ii. The documented curriculum articulates activities that foster well-being and explore diverse personal, community, cultural, and global perspectives, attitudes, and values to develop anti-racism and intercultural competencies.
Domain D - D3i. Students demonstrate a wide range of understandings, skills, and dispositions that are evidence of global citizenship, racial equity and justice, and intercultural learning.
D3ii. Students can articulate the importance and relevance of their development as global citizens for their current and future learning and for its potential impact on the wider world.
D3iii. The school can demonstrate how it values, measures, and evaluates the development of student progress towards global citizenship, racial equity and justice, and intercultural learning.
E1ii. Service learning, understanding of racial equity and justice, environmental stewardship, and community partnerships are in place for developing student voice, compassion, and leadership capabilities.
F3ii. There is a clearly defined process and expectation for non-classroom support staff to receive professional development and/or training related to the school’s identified priorities, intercultural competencies, anti-racism, and which supports the school in being more efficient and effective, equitable and just.
F5iv. The school has clear anti-racist expectations of how adults of different cultures and languages work together.
F6iii - The faculty is hired from diverse backgrounds, based on qualifications and experience, regardless of passport, national identity, and first language.
EQ3. How well does the school protect and safeguard students from all risks, including but not limited to, physical, socio-emotional, mental, and racial discrimination to ensure their well-being?
Addendum to Domain E
Domain E Standard 7 - The school protects students, teachers, staff and families from racial discrimination, inequity, abuse in any form.
Team Evaluation Stage:
E7i: The school has a clear definition of anti-racist policies that are developed inclusive of various stakeholders.
E7ii: The school regularly evaluates anti-racist policies using data from students, families, teachers, and non-teaching staff.
E7iii: The school actively promotes anti-racism as a proactive process and measure.
E7iv: The school provides professional development for staff and families on anti-racism.
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