Last week I was listening to a conversation – in German – in our staff room. It was between our university advisor (who is Mexican) and our International Baccalaureate Diploma Program coordinator (who is British). The advisor is multilingual and speaks six languages, while our coordinator grew up in Germany.
It made me realize how diverse our staff has become, mainly because we have hired 17 teachers and teaching assistants in the past year from 12 countries, including Japan, Turkey, Zimbabwe, the United States. United States, Ghana, South Korea and the Philippines.
This is a deliberate recruitment strategy. By aligning ourselves with international education trends, we wanted our staff cohorts to truly become international in their composition, from which the school benefits in many respects.
The benefits of diversity among teachers
1. Diversity in program content
When it comes to school curriculum, having ideas from around the world is extremely helpful.
Our Ghanaian literature teacher can suggest new texts for English lessons that others might not have thought of; our South Korean business professor can use case studies that some may not be familiar with; while our Serbian music teacher plays examples of traditional Balkan music to demonstrate minor harmonic.
We want students to understand global issues and, by having an international group of teachers, we can create units that are relevant and reflective of the world we live in.
2. Diversity of ideas
Our IB graduate students have many university options around the world. Being able to call on teachers to offer practical advice and ideas about living in Turkey or studying in Germany, or to explain why the Netherlands is such a popular choice, is invaluable.
3. Diversity of ideas
We want students to be more accepting of other cultures and belief systems. This can sometimes be a challenge because it involves dealing with something “different” and relatively unknown. It is therefore helpful if our teachers represent more than one culture or voices and can demonstrate that such diversity is something to be cherished and not feared.
4. Diversity in our thinking
Diversity can help improve critical thinking. As an IB school, we promote critical thinking at every opportunity. Students should be aware that there can be multiple perspectives on an issue; they don’t need to agree with everyone, but the better understanding they have will help them make more informed judgments.
Having teachers from different backgrounds, especially for subjects like Theory of Knowledge (TOK), allows us to discuss cultural biases and present different perspectives in an authentic and meaningful way.
5. Diversity in our languages
The vast majority of our students use English as a second language. This is also the case for many of our teachers. As students learn English, they will be exposed to many accents, styles, and syntax that can be difficult.
But working with teachers who are proficient in English helps give students confidence that they too can use English effectively. Many of our Japanese teachers have lived abroad and can share their own learning experiences to inspire and motivate our students who have English as an additional language.
6. Diversity in the world
Students will soon face a globalized world in which they will have to communicate with other people in different countries. Studies have shown that international employers want their workers to be comfortable communicating with people from diverse backgrounds.
What better place to hone these skills than in a school with teachers from around the world?
7. Diversity in our compassion
Showing empathy can be a difficult skill, even for adults. But being aware of those who come from different backgrounds can improve interpersonal skills and help make students more empathetic.
I certainly noticed how curious our students were about where our teachers came from and their particular backgrounds. It is this willingness not only to accept but also to question that makes me think that such diversity is extremely beneficial.
Mark Beales is the Principal (PCS/DP) of the YMCA International School in Osaka, Japan.
