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Decolonising International Schools: Meet Clara Reynolds & Xoài David, Alumni Activists on a Mission
In this final episode of the first season, I met former international school students Clara Reynolds and Xoài David, two twenty-one year olds on a mission to decolonise the curriculum in the world of international education. Their movement began as “decolonise the IB” and is now the Organisation to Decolonise International Schools. It has taken hold and empowered other international school alumni, teachers and students. In this episode they explain their aims to eradicate racism and encourage a more globally ethical outlook in teaching and learning: from learning about native histories and cultures to diversifying hiring and recruitment practices. They’re two impressive young women on a mission to do right, and I’m delighted to finish the season with their voices. As IB-educated students they have taken up a huge piece of much-needed work on accountability & amplification of diverse voices in our world of international education. They have also taken swift action in a way that should make us as educators sit up and take notice. This generation are not going to accept the glossy brochure version of international school life if diversity at schools is just paying lip-service. Students, educators and parents are beginning to ask hard questions of their leadership committees and boards. It’s an uncomfortable, pressing issue that erupted again and again this year in our news media and reminded us all of the hard truths: there are still gender, disability and racial inequalities in terms of senior international school leadership and our practices and policies. We saw conversations and public statements on Black Lives Matter and anti-racist policies posted in international school fora from the Council of International Schools and the International Association of College Admissions Counselors, and witnessed allyship groups such as the Association of International Educators and Leaders of Color and BAMEed doubling down on prejudice and inequality in international school systems, making vocal calls for change heard. What Clara and Xoài remind me is that schools are community organisations whose reach is felt long after students leave the gates. The most future-ready and respected leaders are currently putting resources into ensuring that they not only retain, but champion and listen to the diverse voices of their staff and students. If there aren’t any: then it’s some hard questions need to be asked.
ENDNOTE The first season of PilotEd has had a strong focus on educators doing thoughtful and intentional work to create happy, fulfilled students: who are ready for the complex future that awaits them, and who are mentally and emotionally equipped to deal with the slings and arrows of life. From meeting educators in Green Schools to those planning new schools, picking the brains of education futurists to meeting social innovators working to provide education to refugees, there are themes that emerged from speaking to these innovative leaders in education.
1. An academic year without exams was for many, a relief. School leaders were forced to look at other kinds of success. 2. Our learning paradigm is changing: and staff have to be ready for it. Online learning for this generation is not an adjustment: it’s a continual way of being. 3. Values- based education is more important than ever in our increasingly volatile and complex world. 4. Conversations that address all forms of diversity within your school communities are needed with urgency. 5. Listen to your students - and learn from them.In an online context, that becomes even more important: our virtual classrooms have further broken down the barriers between our “at home” and “at work” selves, and we can show up for our students differently, just as they can show up differently to school, in this new normal.
Thanks for being a listener to PIlotEd’s inaugural season. If you like what you’ve heard in S1, then please like us or follow @thepilotedpodcast on social media.
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By Kyra Kellawan
5
66 ratings
In this final episode of the first season, I met former international school students Clara Reynolds and Xoài David, two twenty-one year olds on a mission to decolonise the curriculum in the world of international education. Their movement began as “decolonise the IB” and is now the Organisation to Decolonise International Schools. It has taken hold and empowered other international school alumni, teachers and students. In this episode they explain their aims to eradicate racism and encourage a more globally ethical outlook in teaching and learning: from learning about native histories and cultures to diversifying hiring and recruitment practices. They’re two impressive young women on a mission to do right, and I’m delighted to finish the season with their voices. As IB-educated students they have taken up a huge piece of much-needed work on accountability & amplification of diverse voices in our world of international education. They have also taken swift action in a way that should make us as educators sit up and take notice. This generation are not going to accept the glossy brochure version of international school life if diversity at schools is just paying lip-service. Students, educators and parents are beginning to ask hard questions of their leadership committees and boards. It’s an uncomfortable, pressing issue that erupted again and again this year in our news media and reminded us all of the hard truths: there are still gender, disability and racial inequalities in terms of senior international school leadership and our practices and policies. We saw conversations and public statements on Black Lives Matter and anti-racist policies posted in international school fora from the Council of International Schools and the International Association of College Admissions Counselors, and witnessed allyship groups such as the Association of International Educators and Leaders of Color and BAMEed doubling down on prejudice and inequality in international school systems, making vocal calls for change heard. What Clara and Xoài remind me is that schools are community organisations whose reach is felt long after students leave the gates. The most future-ready and respected leaders are currently putting resources into ensuring that they not only retain, but champion and listen to the diverse voices of their staff and students. If there aren’t any: then it’s some hard questions need to be asked.
ENDNOTE The first season of PilotEd has had a strong focus on educators doing thoughtful and intentional work to create happy, fulfilled students: who are ready for the complex future that awaits them, and who are mentally and emotionally equipped to deal with the slings and arrows of life. From meeting educators in Green Schools to those planning new schools, picking the brains of education futurists to meeting social innovators working to provide education to refugees, there are themes that emerged from speaking to these innovative leaders in education.
1. An academic year without exams was for many, a relief. School leaders were forced to look at other kinds of success. 2. Our learning paradigm is changing: and staff have to be ready for it. Online learning for this generation is not an adjustment: it’s a continual way of being. 3. Values- based education is more important than ever in our increasingly volatile and complex world. 4. Conversations that address all forms of diversity within your school communities are needed with urgency. 5. Listen to your students - and learn from them.In an online context, that becomes even more important: our virtual classrooms have further broken down the barriers between our “at home” and “at work” selves, and we can show up for our students differently, just as they can show up differently to school, in this new normal.
Thanks for being a listener to PIlotEd’s inaugural season. If you like what you’ve heard in S1, then please like us or follow @thepilotedpodcast on social media.