How do we increase equity in international school contexts. Specifically, let's address the question How can the relationships between locally hired and internationally hired employees in international school settings be more reciprocal, diminish marginalization, and lead to more equitable working environments?
The purpose of the research project is to facilitate a participatory action research project that aims to prototype, and test, a reciprocal, equitable, and innovative learning culture within an international school context. The project will start with understanding self and others, through learning exchanges, and move to democratically identified actionable items, and finally work to take action to initiate changes within the community in order to develop reciprocity, diminish marginalization and lead to more equitable working environments.
Question #1 – What would you describe is your main role at this school?
Question #2 – What would you describe as your responsibilities within that role?
Question #3 – Do you feel that your role is equitable or of equal value to the teachers you work along-side?
Question #4 – In what ways do you collaborate with your team?
Question #5 – What adjustments do you think could be made to your role and responsibilities, if any?
Decerning Patterns in our Focus Group conversation
“Stuckness” is often a sign of a learned limitation. Milton Erickson was an unconventional psychotherapist and used extensive use of metaphor and story. A learned limitation, as Erickson explained, is a habitual pattern of thought or behaviour that once served us, but now often does not. It limits our adaptability or effectiveness in a given situation. Transcending learned limitations entails first recognizing a pattern that does not serve, and then learning to interrupt that pattern by adopting a new, more appropriate behaviour. Erickson believed that making such changes need not be an arduous process.
Erickson’s change theory is a simple, powerful change theory. He believed that change is produced by:
• Changing Context
• Changing Perception
• Changing Behavior
• Changing Belief
He believed that most change efforts fail because people try to accomplish this process in reverse. As a change agent, he saw himself as responsible for changing the context that would trigger changed perception, behaviour and belief.
What patterns do we notice in our LE that may be areas that we are stuck? How can we lead the change of context, perception, behaviour, or beliefs to lead to more equitable environments within the international school?