/definitions of global citizenship
definitions of global citizenship 2019-04-11T08:14:06+00:00

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Global Citizenship

April 2017

Task: Create a contextually-appropriate definition of global citizenship for the ISB school community  


What is Global Citizenship?

CIS DEFINITION OF GLOBAL CITIZENSHIP: Through its work with hundreds of schools and universities around the world, CIS has developed the following understanding of Global Citizenship.


CIS members have committed to actively develop global citizenship in education through: 

  • ETHICS: research about, discussion of, and action related to issues of personal, local and global importance,
  • DIVERSITY: the understanding of and respect for the similarities and differences of a range of individuals and peoples,
  • GLOBAL ISSUES: the understanding of multiple perspectives of local and global events and issues,
  • COMMUNICATION:  the development of fluency in multiple languages, including mother tongues, used to communicate within and across cultures,
  • SERVICE: the development of the understandings, skills and dispositions to serve the local and global community, through engagement in meaningful service learning,
  • LEADERSHIP:  the acquisition and refinement of the skills of leading and following within different cultural contexts, and
  • SUSTAINABLE LIFESTYLE: a personal commitment to a lifestyle which supports local and global sustainability, displayed through example and advocacy.

Global Citizenship in the IB

According to the IB “education for global citizenship must become the curriculum of the future”. We need to educate for the future more as borders are breaking down and challenges and opportunities around the globe are more compelling than ever before. Global citizenship is aspirational and is often motivated by the desire for greater commitment to universal human rights. It can be perceived as being inclusive, caring and responsive. We aim to educate our school community that individuals can make a difference. Global citizenship is the personal decision to assume responsibility and to develop a sense of moral agency for issues facing our fellow humans. It is a choice.



Global Citizenship at ISB

Global Citizenship in education aims to nurture students who embrace cultures beyond their own, students who are aware of their own bias, and can reflect and take action that has positive consequences for both their local community and beyond. This is evident in both their approach to diversity, and the role they play within it. Global Citizenship nurtures personal respect and respect for others, wherever they live and regardless of their backgrounds. It is a way of living that makes us aware of how our choices and actions may have repercussions for people and communities locally, nationally or internationally. Active Global Citizenship means to build a more just and sustainable world.  

Here at ISB, we believe that exploring global citizenship themes (through our PYP, MYP & DP units), helps learners grow more confident in standing up for their beliefs and provides them with more skills in evaluating the ethics and impact of their decisions. We recognise the diverse backgrounds of students and teachers and we endeavour to provide opportunities to celebrate and value this in our community. Global Citizenship can be viewed as being a moral and ethical disposition that can guide the understanding of individuals or groups and remind them of their relative responsibilities within various communities. Here at ISB, we are committed to the development of an action-oriented attitude in our students and will endeavour to support this in as many ways as possible. We believe that Global Citizenship is not simply a subject area but rather an ethos that permeates all areas of school life. It is a mentality of caring for the world.  

Teaching Global Citizenship enables our students to learn how decisions made by other people in other parts of the world affects our lives, just as our decisions affect the lives of others. We want our students to understand that we are all interconnected in the world community and we encourage them to develop a sense of empathy and responsibility for members of that community. This commitment is reflected in our school community through the development of appropriate attitudes, beliefs and behaviours from Early Years right through to Diploma graduates.  

Global Citizenship Education should aim to empower youth with a comprehensive understanding of the fundamental humanitarian values, both different and alike, that connect cultures, countries and peoples. This knowledge base should equip them with a growth (solution) oriented attitude in order to actively contribute to a (more) sustainable, tolerant, and inclusive world.

How will we know we have been successful?

Success can be measured in student action, individual and group motivation to make the world a better place. Our students will:

  • understand that their actions can have an impact on the world as a whole
  • take meaningful, sustainable action
  • work at taking action at an individual, social, community, national and global level
  • actively contribute to a more sustainable, tolerant and inclusive world
  • become more aware of their own strengths and areas for growth
  • consider the ethical implications of their actions
  • develop international-mindedness through global engagement, multilingualism and intercultural understanding
  • discuss, evaluate and plan student-initiated activities
  • persevere in action
  • undertake challenges that develop new skills
  • work collaboratively with others

As an IB school, we aim to equip our students with the knowledge, skills, concepts, action and attributes needed for them to create the kind of world they want to live in.

  • Knowledge: PYP Transdisciplinary themes (who we are, where we are in place and time, how we express ourselves, how the world works, how we organize ourselves, sharing the planet) MYP Interdisciplinary connections (criteria- disciplinary grounding, knowledge, synthesizing , communicating, reflecting)
  • Concepts: causation, change, connection, perspective, responsibility
  • Approaches to Learning (Skills):  Thinking, Social, Communication (Research)
  • Attitudes: Appreciation, Curiosity, Empathy, Respect, Tolerance
  • Action, service as action, CAS (creativity, activity and service): student initiated, sustainable actions across all 3 of our programmes

What is a global citizen ?

A global citizen is a person who:

  • identifies with being part of an emerging “global community” and whose actions positively contribute to building a better world
  • sees other cultures as being enriching and embraces ethnical and cultural diversity
  • understands that their actions have an impact both locally and globally  
  • takes action that is considerate of self, society, country and the world as a whole
  • is a well-balanced, perceptive individual with a positive attitude
  • is a risk-taker with the confidence and optimism to take action to improve the lives of others
  • demonstrates the action cycle by showing the ability to critique, hope and take action
  • has a sense of social and ethical responsibility


Oxfam says a global citizen is someone who:

  • Respects and values diversity
  • Has an understanding of how the world works
  • Is outraged by social injustice
  • Participates in the community at a range of levels, from the local to the global
  • Is willing to act to make the work a more equitable and sustainable place
  • Talks responsibilities for their actions


Skills needed to be an effective global citizen:

  • Problem-solving  
  • Decision making
  • Critical thinking
  • Effective communication
  • Collaboration









Promotion of Global Citizenship at ISB

PYP Unit Links to Global Citizenship


Unit –

Trans. Theme

Reception Kinder
Unit 1 Who we are

People’s relationships with each other can have an impact on well-being

Who we are

Awareness of our characteristics, abilities and interests informs our learning and development*ongoing unit

Global Citizenship Links Relationships can cross cultural boundaries

What it means to be human – embracing differences

Learning how to share and take turns using conflict resolution strategies

Looking at our families and what we do with them; holidays, daily routines, traditions, etc. – sharing photo albums of our families with our classmates

Focus on ‘what it means to be human’  

Our senses – our emotions – developing empathy

Our bodies, different bodies

Appreciating differences while exploring personal abilities and interests – we are all different – yet possess similar characteristics and have similar needs.

Exploring the 5 senses.

Similarities and differences between myself and others (hair/eye colour, how we look like, things we like/do not like etc.).

Unit 2 How we express ourselves

We discover and express ourselves in many different ways

How we express ourselves

Stories share common elements and give us pleasure by helping our imagination grow

Global Citizenship Links Forms of expression in different cultures – music, art, dance, etc.. tapping into resources from class/school

Celebration of artifacts

Possible look at relevant local culture as well

The children are given opportunities to express themselves individually and uniquely through art activities, dance, music, etc.

How can we tell stories? Linking to stories and storytelling traditions from different parts of the world,

Focus on stories based on the children’s nationalities.

Emotions – how the stories makes us feel.

Unit 3 How the world works

We can wonder about how the world works through experimentation and observation

How the world works

Materials behave and interact in certain ways, which determine how people use them

Global Citizenship Links Linking the ‘natural world’ as a large entity with humanity

Looking at the impact we have on this ‘natural world’

Common and different elements in different parts of the world (for example sun setting, stars, etc..)

Our responsibility to maintain a healthy ‘nature’

Learning about living things – showing respect towards plants and insects

Looking at raw materials from nature and how these materials change into materials we use

A first look at how this impacts our planet in a +/- way

Products we get from materials.

The characteristics of materials and how they can change (experiments).

Unit 4 How we organize ourselves

Schools are organized to help us learn and live together *ongoing unit

Sharing the planet

Living things have certain requirements in order to grow and stay healthy

How does this impact our planet?

Global Citizenship Links What is a school? What purpose does it serve?

How do we work together?

Importance of Human values when working together.

How are schools similar/different in different parts of the world?
Does everyone go to school? Why, why not?

The children learn the classroom rules and how to work together.

Focusing on human qualities and experiences. What are basic needs/rights?

Asking the question does everyone have this? What would happen if we didn’t?

Can we help others who don’t?

New unit for Kinder from this year, 2017.

The focus is more on plants and animals and little on humans.

Our needs and the needs of other living things.


Unit –

– Trans. Theme

Transition Grade 1
Unit 1 Who we are

People share important things through celebrations and traditions

Who we are

Making informed choices can help us live a healthy and balanced life

Global Citizenship Links
  • What is the significance of celebration?
  • Do different cultures celebrate in different ways, at different times? (use resources from class & school)
  • What do celebrations in different parts of the world have in common/that are different?


  • Looking at where our food comes from, and how our food choices can impact the environment, our health, other people
  • Fair Trade
  • Looking at how education can impact people’s food choices
  • Does everyone have the same opportunity for good health?
  • Over processing, over packaging, over-eating?
Unit 2 Where we are in place and time

Documenting personal histories allows us to reflect on and celebrate who we are and where we have come from

Sharing the Planet

The waste we produce can impact the environment

Global Citizenship Links Looking at our families – similarities and differences of the people within – and extending to having an understanding, curiosity and empathy for those who are in other families, and perhaps different

Investigating cultural differences  – language, dress, beliefs etc..

Waste around the world

How do different countries deal with waste? What is the impact locally, globally?

Are there international efforts to reduce /manage waste?

Action: what can we do locally to help reduce waste, create awareness?

Action: Waste Free Wednesday – a weekly school wide effort to eliminate/reduce waste.

Unit 3 How we express ourselves

Creating and responding to art develops understanding of ourselves and the world around us

How we Express Ourselves

People tell about their lives and beliefs in Folktales and Fables

Global Citizenship Links A focus on Art – and the language of art

How we communicate through art
Looking at art from local and different cultures (perhaps historically)

Individual preferences and appreciation of art – how we connect with it and link it to our ideas, experiences, wishes

The creative process – as a human process

Looking at different stories from around the world, and making connections. The messages in the stories are very similar. Recognizing that we are all human, and that our characters are similar around the world. Opportunity to look at different customs, geographic climates (including plants, seasons etc..) and that people’s folktales have adapted to teach the local population lessons about life.
Unit 4 How the world works

Understanding the properties of air and light allow people to make practical applications

How we organize ourselves

Public Spaces provide people with opportunities to make connections and establish a sense of community.

Global Citizenship Links Looking at light – the sun as a source of light / energy for our planet

How is sun in different parts of the world – climates, ecosystems, as an energy source

Air, light, and sound – as humans, how do we use, need them?

Purpose of public spaces – community and connection

Different public spaces in different parts of the world

How do they serve that purpose?

How can public spaces communicate messages? How are they used today, how were they used in previous times?

Link to local public spaces. Human needs for: reading (libraries), eating (restaurants), socializing (piazzas), sports facilities (soccer clubs)

Unit 5 How we organize ourselves

Many products go through a process of change before they are consumed or used

How the world works

Plants sustain life on earth and play an important role in our lives

Global Citizenship Links Are our resources infinite?

Can we be more vigilant with our consumption of things?

Can our choices affect things?

Importance of plants for human life – around the world

Different plants with similar characteristics in different parts of the world

Products developed from plants – how they are used – how they impact the environment

How do plants contribute to life on earth?

Unit 6 Sharing the planet

Animals and people interact in different ways and in different contexts

Where we are in place and time

Special features of a city can help us to understand the relationship between past and present

Global Citizenship Links Different types of animals around the world

What purpose do they have, if any?
How are they important for humans? Domestic animals in different cultures

Basic animal needs – compare with human needs – linking that resources are not necessarily infinite.

The responsibilities of caring for something. Emotional, social and physical benefits of animals as pets.

How can we be more responsible?

Human qualities – link between history and present

Learning from our ancestors, previous events

History as a story –

Tapping into local community to find examples and inspiration


Grade 2 Who we are

Central Idea: Travel can help us appreciate similarities and differences of people and places around the world

Key concepts: Causation, form, connection

Related concepts: Geography, identity, traditions, culture, diversity, open mindedness,

Lines of Inquiry:

  • Features that give a place its identity
  • Similarities and differences between places
  • Cultures around the world
Where we are in place and time

Central Idea: Location and features of people’s homes can be influenced by history, circumstances and local cultures

Key concepts: Form, connection, perspective

Related concepts: Home, culture, locality, needs, ownership, history of settlement

Lines of Inquiry:

  • Features of a home
  • Factors that determine where people live
  • Connection between homes and local culture
Sharing the Planet

Central Idea: People can make choices to support the sustainability of the Earth’s resources

Key concepts:  Change, responsibility, reflection

Related concepts: Finite and infinite resources, waste

Lines of Inquiry:

  • Earth’s resources
  • The impact of people’s choices on the environment
  • The balance between meeting humans needs and the use of limited resources
Grade 3 Who we are:

Central Idea: Role models have attributes and beliefs that enable them to reach their goals and inspire others

Key concepts: Reflection, responsibility, perspective

Related concepts: Role models, motivation, commitment, perseverance, resilience, influence, inspiration

Lines of Inquiry:

  • The characteristics of role models
  • How and why role models are chosen
  • The influence of role models on society
How we organize ourselves

Central Idea: Organizations can help solve problems and support human endeavour and enterprise

Key concepts: Function, connection, causation

Related concepts: Work, collaboration, entrepreneurship, service

Lines of Inquiry:

  • Purpose of organizations
  • Strategies for problem solving within an organization
  • What makes an organization successful
Sharing the planet

Central Idea: Ecosystems are an interdependent and delicate balance of living things

Key concepts: Form, connection, responsibility

Related concepts: Interdependence, balance, biodiversity, ecosystems, organisms, impact, survival, food chains

Lines of inquiry

  • Interdependence within ecosystems
  • Effects of human on  ecosystems
  • The consequences of imbalance within ecosystems
  • Ways to protect ecosystems
Grade 4 Who we are

Central ideas: Systems that define beliefs and values can offer explanations about the world around us and what it means to be human

Key concepts: Perspective, connection, reflection

Related concepts: Diversity, perception, prejudice, religions and traditions, comparison

Lines of inquiry

  • Types of belief systems
  • Similarities and differences between belief systems
  • Impact  of beliefs and values on communities
How we organize ourselves

Central idea: Economic activity relies on systems of production, exchange and consumption of goods and services

Key concepts: Function, connection, responsibility

Related concepts: Resource distribution, consumption, population, inequity, fair trade

Lines of Inquiry:

  • How goods are produced
  • The role of supply and demand
  • The distributions of goods and services
  • Our responsibility as consumers
Sharing the planet

Central Idea: Children worldwide face a variety of challenges, risks and opportunities

Key concepts: Function, form, responsibility

Related concepts: Rights, equality, citizenship, freedom, power, equality, justice, education

Lines of inquiry

  • Local and global challenges,  risks and opportunities for children
  • Ways children respond to challenges, risks and opportunities
  • Ways to protect children from risk
Grade 5 Where we are in place and time

Central Idea: Human migration is a response to challenges, risks and opportunities

Key concepts: Causation, perspective, change

Related concepts: History, evidence, primary and secondary sources, migration, population, refugees, asylum

Lines of Inquiry:

  • Reasons people migrate
  • Migration throughout history
  • The impact of  migration on communities, cultures and individuals
How we express ourselves

Central Idea: Our identity and how other people see us can depend on many factors

Key concepts: Change, perspective, reflection

Related concepts: Identity, status, image, impression

Lines of inquiry:

  • Various aspects of identity
  • How appearance and behaviour influence our perception of others
  • The influence of cultures and society on identity
How we organise ourselves

Central Idea: Governmental systems and decisions can promote or deny equal

opportunities and social justice

Key concepts: Function, responsibility, perspective

Related concepts: Equality, government or governance, justice, legalisation, freedom

Lines of inquiry:

  • Types of governmental systems

  • Principles of social justice

  • Responsibilities of governments

Sharing the planet (PYP Exhibition)

Central Idea: Exploring our passions can lead us to take action

Lines of Inquiry:

  • Current issues
  • Research methods and academic honesty
  • Ways to take action


Activities and events:

  • Small group learning with non-mother tongue Italian children about their cultures – customs, stories, history, traditions etc.. (we don’t really have a link to the whole school here)
  • Flags in the elementary library
  • Inviting parents in to speak about their customs
  • Reading stories, folktales
  • Individual teachers- etymology and curiosity of words that bridge languages
  • Celebrations: International Food Festival, Carneval, etc.


Action and suggested action related to Global Citizenship:

Grade 2

  • Visit cultural events and celebrations outside of the school (oriental festival)
  • Taking risks and being open minded e.g. trying foods from different cultures
  • Setting up stalls from different cultures/countries and display the country through food/dance/art
  • Set a goal to improve an area or give service to their community – home, school, town
  • Visiting old folk’s homes & sharing stories, reading to them
  • Reading buddies programme in the school

Grade 3

  • Tuning In will focus on tuning in to action and the different action possible.  Reflecting forward and back in the RAA book so far.
  • Actions in the local environment in terms of sustaining ecosystems
  • Possible global fundraising or sponsorship depending on the ecosystems chosen by students


Grade 4

  • Setting personal goals for themselves –to become a better friend/ family member/ person/ or specifically for their own beliefs (related to the learner profile)
  • Work with school counsellor about self-belief etc.
  • Action based on buying fair trade
  • Make posters or teach another class about fair trade/ air miles etc.
  • Change parent habits
  • Buying zero km
  • Eating vegetables in season
  • Celebrating local foods
  • Garden market
  • Grow own plants to eat
  • Ethical shopping- raising awareness
  • Fundraise for children’s charity in a variety of ways
  • Care fair to raise money for UNICEF
  • Raise awareness through presenting learning to different classes


Grade 5


    • Working with local organizations to support migrants in the community


  • Raising awareness about reasons for forced migration


    • Inviting the community into the classroom to share migration stories
    • Reaching out to children and organizations through social media
    • Create a “day in the life of a migrant”
    • Creating a programme with the counsellor to help raise self-esteem
    • Anti-stereotyping workshops
    • Posters around the school related to stereotyping and bullying


  • Campaign to “Be Yourself”


  • Awareness campaign for reactions to natural disasters in school
  • Fundraising for areas affected by natural disasters
  • Global warming- increase in recycling and environmental care action in school
  • Setting up school student government- working with the student council to develop the voting system for members
  • Choosing human rights issues for the upcoming exhibition and taking action
  • Writing persuasive letters to local newspapers re: human rights and social injustices
  • Awareness campaigns about the importance of voting
  • Action in the school community- committees, council, petitions
  • Surveys, data collection and making policy changes
  • Community work-. Service in local charities
  • Action at home


MYP & DP Unit links to Global Citizenship


Curriculum opportunities DP

(At the core of the Diploma Programme, there are opportunities to acquire and link  international mindedness and TOK (Theory of Knowledge) in all subjects

Group 1: Language A (Language and Literature)

Language in a Cultural Context – 25% of the programme – (list of various aspects supplied by IBO)

Literature units include – Texts and Contexts (1 aspect must be Works in Translation). Links are implicit in all texts.

Group 2: Language B (Language Acquisition)

Core units include – Global issues, Social Relationships (list of various aspects supplied by IBO)

Options units include – Cultural diversity, Customs and traditions (must do 2 of 5 offered)

Group 3: Individuals and Societies

Global citizenship implicit in every unit

Group 4: Sciences

Links are made for every topic through International mindedness and international dimensions embedded in the units

Group 5: Mathematics

Opportunities arise and are encouraged through the Internal assessments, and addressed in the Approaches to Learning

Group 6: The Arts

(Not currently offered at ISB)

Curriculum opportunities MYP Key and related concepts

Aesthetics Change Communication Communities
Connections Creativity Culture Development
Form Global interactions Identity Logic
Perspective Relationships Systems Time, place and space

Global context

  • identities and relationships
  • orientation in space and time
  • personal and cultural expression
  • scientific and technical innovation
  • globalization and sustainability
  • fairness and development.
What has happened in the 2016-17 academic year – DP

( material is supplied in the DP textbooks, student research, current affairs and teacher generated material)

Group 1: Examples of aspects covered

*Language and Communities

*Language and Identities

*Works in Translation (‘A Doll’s House’ by  Henrik Ibsen)

*Poetry from different cultures

*’Giovanni’s Room’ by James Baldwin (themes: integration, discrimination, repression)

*Italian dialects throughout the world

*Poetry, ‘La Divina Commedia’ by Dante Aligweri

* ‘Se Questo e un Uomo’ by Primo Levi (themes: respect and acceptance of difference)

Group 2: Examples of aspects covered across the group

*Racism, prejudice and discrimination

* Environmental changes in today’s world  

*Social/Cultural changes through globalization and migration

*Social Relationships (‘Looking for Alibrandi’ by Melina Marchetta)


*Minorities and Differences

*Speak up for the Planets

*Let’s build a Peaceful World

*America as a melting point (national and cultural identity)

*Multilingual Identity

Group 3:

*Pysch: Units – Social and cultural

*Econ: 3 IAs one is an international topic

*History: Modern European

Group 4: Worldwide collaboration within the Scientific community, both historically and currently, are researched, taught and discussed in all units  

*Chem: History of the atom

*Bio:  Global warming and sustainability

Group 5: Mathematics

* Origins of Mathematical concepts

* different mathematical notations  (country/system specific)


Group 6: (at present we don’t offer subjects from group 6)


*All content ties into Global Citizenship

What has happened in the 2016-17 academic year – MYP Grade 6:

IDU (Interdisciplinary Unit)

*PE and digital design – Modified and adapted sport

English Language Acquisitions

*International Poetry


*World Inventions

Music-  African Music

Individuals and Societies

*Religious History

*Pioneering and Discovering

Grade 7:

Digital Design- Recycling and global warming

Physical Education- Touch Rugby (Global games)

Music- Jazz

Mathematics- The story of one

Grade 8:

Science- Ethics in Science

Digital Design- Research and design a refugee camp

Individuals and Societies- China and the USA

English Language Acquisition

*The Environment

*Impacts and management of Resource extraction, production and consumption.

Grade 9:

English Language Acquisition- The Breadwinner

Italian Language Acquisition

*My New Country

*Italian Myths and Legends

*Me as Citizen

Spanish Language Acquisition- Are we so different? My world and Hispanic culture

Art- Frida Kahlo and South American Art

English Language and Literature-  Latin American Literature

Grade 10

Physical Education- Elementary Sports Day

Individuals and Societies- The Holocaust

Science- Impact of human activities on the environment

English Language and Literature

*The Great Gatsby – American Dreams

*Chekov, unhappy endings, literature in translation

*Post colonialism and food journalism


*Political Music

Italian Language Acquisition

*Unification of Italy and linguistic unification: The birth and spread of Italy

*A global village


*Japanese Art

*Pattern, Klimt and clay

*Impressionist painting

Events in the Secondary School *Exchange with Modena

*Bologna wide sporting events

*Earth hour

*International Food evening (secondary school superficially involved)

*Guest speakers

*Using Bologna and Italy as a Classroom (cultural experiences)

Future ideas for the secondary School *Multicultural day – games, food, dance ( – end as an assembly)

*Guest speakers

*Celebration of specific cultural dates (ie Chinese New Year, Diwali….)

*Secondary School assemblies (with some show aspect)

*School trips beyond Italy

*Use the University of Bologna more often

*Examples used in class (go beyond Eurocentric/WASPM)

The core of the IBO

Examples of topics of investigation from the past 12 months

*Community Project

*Personal Project

*Extended Essay

*Service as Action



CP: Homelessness in Bologna

CP: Recycling – moving away from plastic

CP: Interacting with the elderly

PP: Video of ISB’s cultural diversity

PP: Communicating with the Hearing impaired

PP: Training a football team

EE: The effect of art therapy on the coming out process

EE: Does pollution effect the IVF process?

SA: Upcycling plastic

SA: Sustainable (and organic) farming

CAS: Teaching Italian to refugees

CAS: Teaching English to elementary students at a local school

PSE:  6: Citizenship, 7: Cultural Identity, 8: Rights and responsibilities, 9: Gender Equality, 10: Ethics




Future ideas to continue developing Global Citizenship here at ISB

To continue our development of Global Citizenship, we want to implement and focus on:

  • Provision of language clubs (multi-lingual)
  • Maintaining an internationally diverse staff
  • Curriculum content – increase the opportunities to teach and learn about cultures and cultural diversity
  • School-wide celebrations of cultural diversity (e.g. multicultural day, food, games, dress, celebrating holidays)
  • Promoting mother tongue
  • Global Issues Network and Model United Nations clubs: GIN club to be established for the IS Luxemburg GIN conference, March 2018, ISB MUN internal school debates
  • Understanding that we need to recognise our own cultural bias
  • Creating more community links and opportunities for action within Bologna, using Bologna as a classroom
  • Library- providing a wider range of international literature  
  • Centralized action wall for sharing work and photos (Non-mother tongue Italians)
  • Reflecting on how one’s actions have a ripple effect
  • Teaching more about intercultural understanding and the power of authentic interactions
  • Promoting interconnectedness between the students and the wider community through online connections with other schools
  • Building the bridge between home, host and school cultures
  • Value students own experience



We want to make our education here at ISB a means for uniting people and cultures for a peaceful and sustainable future

For additional information and resources, please refer to the Drive- Comune – IWP Global Citizenship folder