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Racism in International Schools: Let’s Start Educating Parents
By Heidi Dyck Hilty 15-Jul-20
Include parents in diversity and inclusion education. Photo by Mimi Thian on Unsplash. _______________________________________________________________________
Racism in international schools sounds like a misquote. There can’t be racism in international schools; it goes against everything we’re supposed to believe in, against everything we say we promote.
Hiring policies include non-discrimination paragraphs stating that hiring is done without bias towards race, color, country of origin, and the list continues. In various mission statements of international schools, we use language such as:
· embracing and celebrating diversity
· global citizenship
· adaptable and empathetic
· respecting differences
These are indeed noble and essential traits to teach our children. So how are students expected to learn this if our faculty and staff have a clear pecking order?
Of course, this is not always the case, and there are schools doing an excellent and intentional job of diversity and inclusion. At the age of eight I moved to an international school in Botswana and in typical international school fashion, there was a revolving door of teachers. Throughout my primary and secondary years, I had a Motswana for Chemistry, a South African for English, an Indian for Biology, a Dutch for French class, an Irish for Math, a British for Physical Education, and American for History. I consider myself fortunate!
But more typical is this scenario: the host country nationals serve as the support staff, teaching assistants, custodians, and on occasion the national language teacher or PE teacher. And the main faculty—the “core” teachers—are predominantly white teachers from England and North America (USA and Canada), with a token Australian or New Zealander on a good day.
As many journals have already noted, our hiring practices need a massive overhaul. But I also believe that our education system must change in order to give students, indeed all of us, the attributes we claim as our mission, vision, and core values. And this starts with educating all of our stakeholders, including—and especially—the parents.
In my own experience, I have seen parents walk their children out of a classroom on the first day of school when they saw that the teacher was Filipina. Another family corralled other parents to complain to the superintendent because the classroom teacher was of Vietnamese origin. What they didn’t take the time to find out was that she was actually second-generation Canadian, complete with a Canadian accent.
I had a parent tell me that two people of different nationalities couldn’t be true friends. There were parents who didn’t want an Indian to teach the English class, despite the teacher having been educated in the United States. I have heard administrators tell their staff to change their names if their names were too “ethnic,” and to learn how to speak without an accent. This is unacceptable and indeed, shameful.
Claiming that our students need to learn correct English is the reason for hiring British and North American faculty doesn’t even begin to touch our mission and vision statements. Exactly how can we teach students to celebrate diversity when there is no one who is “diverse” around them? How do they learn global citizenship and what it means to be adaptable when they can only understand one English accent? Isn’t part of being adaptable the ability to understand different accents, and to understand seamlessly that “tap,” “faucet,” and “spigot,” mean essentially the same thing? When did the move happen from saying that someone has such a “cute accent,” to “but I don’t want my child to hear it”?
Teacher orientations and professional development usually include some seminars on cultural awareness and diversity (such as BaFa’ BaFa’), however, these are rarely included in parent workshops, which tend to focus on academic programming, how to support the English language learners, and upcoming field trips.
Workshops that educate parents on the need for and the positive impact of diversity are sorely lacking. Education and information on these aspects of our international schools should be part and parcel of parent participation. This is not a one-time workshop. It is not a box to be ticked. It goes so much further than parent participation in International Day with flags and food and national dress. Continuing education for parents is vital and must continue every year. I believe parent attendance should be mandatory in at least one diversity workshop in order for their student to join the school. Additionally, parents need to see this diversity in evidence.
We rely on parents to chaperone field trips, read to students, and run fundraisers. They support our academic programs, run co-curricular activities and head up parent/teacher organizations.
The definition of an international school is not limited to simply having an international staff. We cannot exclude parents from the most basic, obvious, and natural facet of being an international school, which is that of a multinational, multiracial staff. If we practice what we preach, celebrating diversity, respecting differences, and becoming adaptable and compassionate global citizens must include educating parents on what it means to be a part of an international school. Parents must be informed that hiring practices match the mission and the hiring policy of non-discrimination. They must accept and support the changes in schools that actively hire diverse faculty and staff, no matter the accent or colour. I believe it is our responsibility and privilege to educate and involve parents so that we ALL can “be the change we want to see in the world.”
Heidi is co-founder of Rendezvous Education Partners and has worked as a teacher and administrator in international schools for 16 years.
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06/19/2021 - Abdul
I'm a British school teacher of a mixed race background. I was born and raised in England. I experienced racism on multiple occasions whilst teaching abroad. I once arrived at an international school and on my first day I discovered that they had changed my name to James as that sounded more British. My white colleagues were often treated superior simply based on their skin colour. At no point, did the white management team step in and try to change these practices. They were okay with the status quo because it served them well. Unfortunately, racism is very common when teaching abroad. I've worked in a few countries and spoken with countless non white teachers. I wish my white colleagues who are often exclusively in positions of power and influence to deeply reflect and do the right thing.
07/24/2020 - Essy Favour
This is well said.
It is worth worth sharing with open-minded colleagues.
Indeed how can we teach our students about cultural diversity if we don't practise it? How best can they embrace CD If they don't see it in their school??
Let us, indeed, involve parents in this very important matter.
07/20/2020 - Elizabeth
Unfortunately some stakeholders are unwilling to change the staus quo because it benefits them. Thanks for sharing these heartfelt words which cut down to the nitty gritty of what needs to happen.
07/19/2020 - Francis
Spot on. Let us get the parents well informed on these aspects. If a school does a good job educating the parents and stands their ground, parents will see the point.
07/17/2020 - Sheila Lewis
I could imagine you speak those words.How sad but true each word penned down!
Truly your global experience speaks ur mind out their this article.