Structural racism in international schools: What do students think?

UPDATE 3/9/2020: The recording from the webinar is now available online here.

I will be giving a talk about structural racism at international schools as seen through the eyes of Third Culture Kids (TCKs). It’s for a webinar series hosted by the Association of International Educators and Leaders of Color (AIELOC).

International educators are on the frontlines of the international school community’s ‘BLM moment’. So, I am thrilled that I’ll get to share my research with international educators on August 12.

Let me explain what I’ll be talking about.

What do students think? Structural racism at international schools in the eyes of 'Third Culture Kids' - AIELOC webinar poster
Watch the webinar recording

‘Racist’ parents?

I have been following the discussions that have erupted within the international school communities surrounding the issue of structural racism within the expat and Third Culture Kid worlds. The recurring question that seemingly has no answer is: What do we do about the ‘racist’ parents?

When BIPOC (Black, Indigenous and Persons of Color) teachers criticize an international school’s racist hiring practices, school administrators often shift the blame to the students’ parents.

Sign a petition to Eliminate photos from CVs and ‘Native English speaker only’ language in applications

These administrators say, ‘Parents are the ones who are racist. Parents are the ones who want white teachers.’ They imply that the white school administrators are innocent. They claim that they are merely responding to the racist BIPOC parents who want to use money to purchase ‘whiteness’ for their BIPOC children. They are saying that their hands are tied because if they don’t pander to the racist parents, then there will be no money to keep the school running.

Or so the argument goes. How bloody convenient is that? Too convenient.

But is there a way out of this bind? Yes!

How do we convince parents that structural racism in international schools is bad for their child?

Parents will go to great lengths to ensure that their children get the best that they can afford. They pay exorbitant amounts of money to send their children to international schools because they believe that it will allow their children to acquire the skills and credentials needed to get ahead in an increasingly globalizing world.

Parents believe that international schools with white teachers who speak English with ‘the right accent’ is their children’s ticket to a better, more economically successful life. This is because, thanks to the cultural legacies of the British Empire and European colonialism, the current system of multinational corporations and international organizations is dominated by those who can speak English.

Photo by NeONBRAND on Unsplash

But what if we told parents that putting their child through a racist educational system will negatively affect their child’s self-esteem and confidence? What if we told them that it will cause their children to waste time and energy to resolve their struggles with identity and internalized racism? What if we told them that these issues can stifle their child’s gifts and potential?

Would parents listen then? I believe so.

Where is the research to back it up?

Yet, systemic racism works to sustain itself and resist anything that would try to dismantle it. So, you can expect the school administrators to follow up with this: But how do we convince parents that a racist educational system is bad for their children when there is no research to back this up?

Sign a petition for the Explicit inclusion of anti-racism in international accreditation standards

Actually, there is research to support the call for equity in the international school system. In Growing Up in Transit: The Politics of Belonging at an International School, you can find the voices of international school students who are advocating for themselves. Students who participated in the research talk a plenty about the perils of an educational system that privileges whiteness.

There is also a lot of research that has been conducted in national contexts that are also applicable in international contexts.

What topics will we cover?

Recently, Joel Jr Llaban, an international educator who started a petition for the explicit inclusion of anti-racism in international accreditation standards, said that dismantling systemic racism within the international school system is a ‘child-protection issue’.

In the upcoming webinar hosted by AIELOC, I will offer listeners the research evidence needed to convince school administrators and parents that anti-racism is good for their students and children.

I will cover the following topics:

  • How do we make these uncomfortable conversations more comfortable?
  • How do students who do not come from non-English-speaking backgrounds and/or are not white experience the international school system?
  • How do school administrators, teachers, and the curriculum sustain systemic racism in international schools?
  • How do we convince parents that change is important?

When?

August 12, 2020 at 7am New York (EST) / 7pm Perth.

Join us for the conversation!

UPDATE 3/9/2020: You can now watch The recording below

Learn more about Growing Up in Transit

Conversations for Change

The Families in Global Transition (FIGT) organization will be hosting a Conversations for Change on the topic of Working for Equity – International Schools and Education this week. Trisha Carter, Secretary of FIGT, and I will be leading the conversation.

I will, of course, be talking about my research!

What will we cover?

  • the privileges we have or don’t have as expats or Third Culture Kids,
  • the current discussions taking place in the international school communities about systemic racism,
  • the international school experience for students who come from non-English-speaking backgrounds,
  • the way school administrators, teachers, and the curriculum support systemic racism in international schools, and
  • the strategies for change

When?

July 28 at 8:00 pm EDT (New York)/ July 29 at 8:00 am AWST (Perth & Singapore)

Join the conversation!

Click here for more info and to register.

Learn more about Growing Up in Transit

Growing Up in Transit: The Politics of Belonging at an International School - book cover (Asian Third Culture Kids)

Children of Deaf Adults as Third Culture Kids

Children of Deaf Adults as Third Culture Kids

READ MORE & WATCH THE RECORDING

Who are Codas?

Codas are the Children of Deaf Adults. This means that biology makes them de facto members of the hearing world because they can hear. But they are also native ‘speakers’ of sign language because they grow up with one or more deaf parents.

Let me repeat that. Codas can hear but they are native users of sign language. They grow up signing with their parents who, ironically, are deaf but are often non-native users of sign language.

Photo by Jo Hilton on Unsplash

What do Codas have to do with Third Culture Kids?

According to Erin Mellett, a medical anthropologist, Codas grow up straddling the Hearing culture and the Deaf culture, feeling like they belong to both and neither. They often identify strongly with Third Culture Kids because of the shared experience of inbetweeness.

“Growing up I wanted to be deaf.”

It’s a warm day in early June and I’m sitting across from Tyra, a Deaf Education researcher and professor. Afternoon sunlight streams through the office windows, silhouetting Tyra as she talks about what it was like to grow up with a deaf father.

“I tried to jam pencils into my ears so that I’d make myself deaf.”

“Did you want to be deaf because your dad was deaf?”

“I think he wanted. I knew he wanted. He would have preferred to have deaf kids. And within my social world and my…yeah, within my world the people who are at the core, who are, you know, the top of the social hierarchy are the deaf people. And everybody else is on the periphery. And so that’s my frame of reference is being on the periphery where I’m not quite part of it. And never will understand what it means to be deaf.”

Erin Mellet, MS Thesis, Cochlear Implants and Codas: The Impact of a Technology on a Community

Want to know more?

Join us on July 24 at the FIGT Research Network webinar to hear Erin Mellett and Alexander Laferrière talk about the Children of Deaf Adults (Codas) as Third Culture Kids.

Erin is a medical anthropologist and will be speaking about her research on Codas. She will show us how she uses the Third Culture Kid literature as a analytical concept to better understand the Coda experience

Alex is a third generation American Sign Language user within a large Deaf family and will be sharing his own experiences of growing up as Coda.

UPDATE (Aug 25): The seminar was held on July 24. The write up & recording is now available on the FIGT website. READ MORE & WATCH THE RECORDING, which includes American Sign Language (ASL) interpreting.

The Graduate Roundtable: Sociology of Education

I’ll be hosting The Graduate Roundtable at the FIGT Research Network this month. It’s the inaugural session. For more info click here.

I’m thrilled because Richard Pearce, PhD, who has supported my work for many years without having even met me, has agreed to act as a Guest Advisor. We’ll also be joined by Mari Korpela who was doing her postdoctoral work back when I was doing my PhD and Heather Meyer who was doing a PhD as the same time as me. Mari, Heather and I, along with my examiner Anne-Meike Fechter, met at the EASA conference back in 2014 in Estonia (folks, did you know that that’s where Skype was invented). The Graduate Roundtable will be like a mini, semi-reunion.

Of course, the main course will be served by the graduate students who will be sharing about their current research. One of whom is Preeti Samuel Rajendran, a fellow TCK who not long ago reached out to me about her research because she had read my book and liked it. She has such a fascinating upbringing and I find her research topic fascinating. It’s so different from what I’m used to hearing.

CLICK HERE TO LEARN MORE

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