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IN THE SPOTLIGHT
There and Back Again: Navigating “Home” After a Career Overseas
By Stephen Barratt 19-Dec-18
The career experiences of an international educator are many and varied, creating considerable opportunities for professional growth. So what happens when they return “home”? By sharing a bit of my story I hope to provoke thinking about the impact that the diversity of international school communities can have on personal development and the concept of home. At the end of 2003, my girlfriend (now wife) saw a job advertisement for teaching positions at an international School in Germany. Once secured, our plan was to complete our eighteen-month contracts then return home to our permanent jobs in Australia. Entirely lacking in German-language skills and with our strong, country Australian accents, we excitedly embarked on our adventure. The first six months passed quickly as we got settled, learned to adapt our accents so we could be understood, and became familiar with a different way of living and working. How different are international schools from those in a national system? For me there are three standouts. 1. The curriculum does not just claim a holistic approach to learning, connectedness is embedded in the very core and structure of the program. 2. Cultural diversity is visible throughout the whole community and is reflected in conversations with colleagues who have lived rich and varied lives. 3. International school communities are more accepting and appreciative of difference. Can you imagine colleagues from all over the world trying to advocate their own positions and standing firm in defending them? Difference within international school communities means that colleagues are required to engage in active listening and thoughtful questioning to reach compromises and find a path forward. After a year in Berlin, it was clear to us that 18 months of this international school experience was not going to be enough. We set off for our first London recruitment fair, where a principal from Hong Kong was keen to offer my wife a Grade 3 position. He did not have a Secondary School position available for me, however, so he took a chance and offered me a Grade 5 role. Though I’d taught in a primary classroom for a few months previously, as a trained secondary school teacher, this position was something of a stretch and opened up career opportunities that would not have been possible had the challenge never been presented. Two years on, we had plans to start a family. Our preference was to settle either in Australia or back in Europe. The later won out and fortunately we landed back in Germany, only pregnant this time around. Here we found a well-established school, a well-organized curriculum, and a diverse international community… all located in a small village near a well-connected city. After nine stimulating years full of professional growth opportunities, we were confronted with a tempting offer to return to our hometown and introduce our “third culture” children to Australian life. Following considerable deliberation, we choose “home,” packed-up, and headed halfway around the world filled with both optimism and a sense of trepidation. We have been back in Australia for over two years now. During this time, I have maintained contact with the world of international education by participating in Principals Training Center (PTC) courses each northern-hemisphere summer. My latest trip to Miami in July provided time for me to contemplate the merits of our move back to Australia, along with some misgivings. Undoubtedly, there is much to enjoy: beautiful beaches, peaceful mountains and forests, fresh food, clean air, and a mild, temperate climate. We have a newly renovated home with a large backyard. On the physical and aesthetic front, life is everything one could wish for. Despite the natural beauty of our surroundings, the area is missing a few things that perhaps we had not fully appreciated while living internationally. Our own children see diversity in a different way from that of many of their peers. Culturally, we are not exposed to people from a variety of backgrounds, which limits rigorous discussion and reduces the diversity of thinking. Too often during interactions, people are quick to nod, smile, and agree (whether directly or passively). In some situations, judgements are made quickly, with limited consideration of wide-ranging points of view. I have come to believe that the lack of rich discourse within national education systems is largely due to the limited exposure to diversity, which is an intrinsic aspect of the international school experience. I was initially skeptical of schools that would boast the number of languages spoken and countries represented on their websites. Was this simply a marketing ploy? Now, working within an environment that is more mono-cultural, I truly understand the perspective and growth opportunities that international schools possess. To conclude, I would like to leave some questions for international educators. To the prospective international educator: How ready are you to embrace the wide range of diverse experiences and opportunities for change? To the present international educator: If you are considering returning “home,” are you certain you know where “home” is now? And to the past international educator: How has your international experience influenced your approach to working in a national education system? Stephen Barratt is the K-12 Director of Teaching and Learning at an IB school in Australia.
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