Comparison of Competing Forces

"What will your verse be" (Weir, 1989)? As a child, these words cascaded through my mind regularly. As someone that finds a deep attachment to writing, a movie I watched over and over again was the Dead Poets Society. The fantastic acting of Robin Williams assisted in creating the first non-filial love I experienced in life. During one scene of the movie, William stands in the middle of class and forces the student to huddle around him. Every word uttered after that point changed my perception of poetry. He talked about poetry as if it was our duty as humans instead of a form of writing. I do not know if it was Williams acting or a predisposed pain of passion that I could not live without pursuing.

I remember going on breath-taking adventures with a pen, paper, and a dictionary which lasted for hours. Sometimes my brain would throb as I attempted to create a multitude of triple-entendre that rhymed with whatever theme I was creating. While my parents spent many hours in frustration due to my lack of environmental awareness when I would write, the passion provoked a stretching process that is invaluable. Outside of falling in love with poetry as a child, moving overseas was the only other experience that stretched me. For the first year I lived in the Middle East, I felt that every aspect of life was unorthodox. As a young man from a rural community, I quickly identified that I was the problem.

While my experience with travel required years to correct, many schools are attempting to incorporate skills in education that will assist in allowing students to maneuver situations that are becoming more prevalent in the maturation of globalization. Terms like International Mindedness, Intercultural Literacy, and Global Competence have come to the forefront of international education. Frameworks such as International Baccalaureate weaved the words through the very fabric of their DNA.

The three characteristics have some similarities but can be different simultaneously. A simple way to remember the three terms is by categorizing them as "Think, Share, and Do ." Due to International Mindedness, or I.M. for short, dealing with a person's thoughts, I view the phrase as the "think" portion. In the 2014 article by Shiprakash, Singh, and Jing, the authors presented I.M. as a term with multiple definitions. The definition's primary characteristic is a tool that pushes boundaries and provides a shared understanding (Shiprakash, Singh, and Jing, 2014). Intercultural Literacy, or I.L., is the share portion of my phrase. The term is "the competencies, understandings, attitudes, language proficiencies, participation, and identities necessary for effective cross-cultural engagement" (Heyward, 2002). This person has an understanding of other cultures and the ability to communicate with others effectively. Finally, Global Competence or G.C. is the "do" part of the phrase. This term is "the capacity and disposition to understand and act on issues of global significance" (Mansilla & Jackson, 2011). Those who gain global competence can act on the knowledge they have gained. Those who are international-minded take on critical thinking and knowledge in a distinct way. These individuals can observe and understand that each culture is unique, in addition to knowing that there is more than one way to complete a task. Due to having a mindset that embraces others, individuals with an international mindset can maneuver in various environments.

Those who are international-minded take on critical thinking and knowledge in a distinct way. These individuals can observe and understand that each culture is unique, in addition to knowing that there is more than one way to complete a task. Due to having a mindset that embraces others, individuals with an international mindset can maneuver in various environments.

A person with global competence can find solutions in arenas larger than in a local setting. This skill allows you to see current issues and be inquisitive enough to find solutions. Because the world is constantly changing, a person with this skill set is a lifelong learner. Instead of just seeing, they will act and use witty ideas, concepts, and inventions to get the job done.

An interculturally literate person can navigate a society that is not their first culture every day. This skill set allows the person to know what is appropriate and act on those behaviors. To have intercultural literacy, you must have proficiency in the targeted language. The skill can only be gained through experience.

In conclusion, each skill has its place in the realm of education. I.M., or the think portion, provides a frame in which the knowledge can be added. It is the responsibility of international schools to stretch students beyond the norms of their location and the mindset they originally had. The I.L. section, which I refer to as share, is developed through communication and collaboration with individuals from different cultures. This is obtained not only from what students learn but also from how and with whom they learn. Finally, the G.C., or do, is the presentable product that is fit to navigate the world in which we live and that we have yet to see.

Reference

Heyward, M. (2002) From International to Intercultural: Redefining the International School for a Globalized World. Journal of Research in International Education. https://drive.google.com/file/d/1dBj63ePOomBdAeLx63aZCGsv_RzJJ71t/view

Mansilla, V.B, & Jackson, A. (2011). Educating for Global Competence: Preparing Our Youth to Engage the World. Asia Society. https://drive.google.com/file/d/1Nr0T6EmLPORey-jTi55dwBkAXzKAvGpm/view

Sriprakash, A, Singh, M, & Jing, Q. (2014). A comparative study of international mindedness in the IB Diploma Programme in Australia, China, and India. International Baccalaureate. https://drive.google.com/file/d/1aTUAcSABzzuSuXUt4w2LHykbh-vdz2Cn/view

Weir, P. (1989). Dead Poets Society. Buena Vista Pictures Distribution.