Workshop Description: REGISTER TODAY
Glocalizing our curriculum is much more than simply incorporating global issues. By taking an interculturally responsive approach, we make sure the curriculum becomes a mirror to all students, creating truly inclusive spaces where all are seen, heard and have a sense of belonging.
As we analyse our curriculum, we ask ourselves whether we are indeed offering different perspectives. Our schools can become a place to validate, affirm, celebrate and leverage the assets of the entire community, promoting equity and inclusion. With deliberate reflection, we can think deeply and critically as we explore different narratives of global and local issues and include diverse cultural perspectives into our everyday practice.
We go beyond the 5Fs, opening up windows to allow learners not only to learn the stories of others but to develop an awareness and respect for differences. A Glocalized curriculum can empower students to take action and make a positive change in their world by engaging with the community at different levels. Schools will share how they are “Glocalizing” their curriculum
This workshop aims to nurture an attitude of appreciation for global perspectives while valuing and integrating local cultures and identities.
The following key questions will be addressed:
How do we begin to Glocalize the curriculum?
How do we involve all stakeholders?
How can we consider the diversity of the school community at our school and ensure learning content embraces different perspectives so that a range of voices and perspectives are repre
Suggested Audience/s: All Educators, School Leaders and Board Members
Fees: No cost for AISA Members
Facilitators:
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Karen is a multilingual and multicultural educator who has been working in the international and bilingual world for almost four decades. She has worked in different contexts with diverse populations in both private and public sectors, and she is passionate about DEIJB. She is currently the Regional Consultant for the Americas and Africa at ICA and is part of their PD and Accreditation Teams.
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DeMarytina is a seasoned educational leader, consultant, and advocate for inclusive education, particularly in early childhood and special needs (SEND), with over 25 years’ experience in the industry.
She serves as the Deputy Head of School, overseeing Early Years and Learning Support Units at the RA International School on Bonny Island, Nigeria, which is known for its commitment to delivering an inclusive curriculum to primary age children.
Among other qualifications, she has a Master’s degree in International Education and PGCE in Special Needs and Inclusion, with excellent skills in curriculum development.
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Muchindu is a passionate educator and middle school leader with experience in leadership, teaching and curriculum development.
As the Vice Principal for Middle School at International School of Lusaka, he has gained insights from leading the implementation of the International Middle Years Curriculum (IMYC), while also teaching International General Certificate of Secondary Education (IGCSE) and International Baccalaureate Diploma Programme (IBDP). Muchindu is a member of the IMYC Curriculum Steering Committee and has also been a presenter at ICA-organised International Curriculum Conferences.
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Oluyemisi is a dedicated educator with over 25 years of experience. She holds a master’s degree from the University of South Wales, UK, and is currently pursuing a Ph.D. in Early Childhood Education.
She has accomplished significant milestones, such as serving as an International Baccalaureate Primary Years Program (IB/PYP) coordinator and co-authoring an indigenous International Early Years Curriculum (IEYC) unit titled “My Nigeria, My Culture.”
She is dedicated to promoting child-friendly teaching methods, driven by her boundless energy, enthusiasm, and unwavering commitment to continuous learning and self-improvement.
As the Early Years Lead at RA International School in Bonny Island, Nigeria, Oluyemisi consistently inspires and empowers her colleagues, fostering excellence in teaching and learning within the educational system.