Encouraged to Explore, Empowered to Lead

Spring 2020
In an increasingly interconnected and interdependent world, our students are tasked with constructing an increasingly complex understanding of citizenship for both themselves and others. They may feel a sense of belonging to their local municipalities, their countries of origin and residence, and in the larger global community. If we are to help them to rise to this challenge, we must provide them with an education that allows them to sift through and make sense of these layers of belonging. At the same time, we must help them build the skills and habits of mind to investigate the world beyond their immediate environment, recognize their own perspectives and those of others, communicate their ideas with diverse audiences, and take positive action.* As citizens of these multiple spheres, our hope as educators is that they feel empowered to be active, ethical, and engaged members and leaders, rather than passive participants. How do we help young people prepare for the responsibilities that align with their rights and obligations as citizens of the world?
 
At Brimmer, we recognize this calling as part of our mission, in which we strive to “develop lifelong learners who are informed, engaged, and ethical citizens and leaders in our diverse world.” Global education flows like a current through the School’s multi-layered curriculum and is evident in and out of the classroom in myriad ways. This begins in the Lower School, where students learn about the continents and study the geography and cultures of various countries. They begin their study of world languages in Pre-Kindergarten and continue this practice through the Middle and Upper Schools. When students are given access to the wider world, they are inspired to cultivate a sense of curiosity, ask questions, and develop empathy for those whose lives may be different from their own.

This continues in the Middle School, where students learn about world religions to understand the perspectives held within various belief systems as a gateway to understanding ancient civilizations, including China, Egypt, and Mesopotamia in their sixth-grade humanities classes. They culminate the year by studying the legacy of Ancient Greece on our world today, focusing on the realms of government, philosophy, and culture. In their seventh-grade study of U.S. history and literature, students focus on civics and learn about the responsibilities of citizenship within the context of building our nation’s government. They examine the structure of the government, the major elements of the Constitution, and the roles citizens can play in effecting change in society. They explore individuals and groups who worked to make positive impacts throughout U.S. history and whose legacies continue today. In addition, they have the opportunity to see their government in action when they visit Washington, D.C., meet with Massachusetts lawmakers, and visit historical sites highlighting the founding of our country.
 
They go on in eighth grade to look critically at leadership styles in other countries and examine further how the actions of individuals make a difference in society when they study the Holocaust, the Cultural Revolution, and India’s freedom movement. This leads to an in-depth study of individuals who have dedicated their lives to social change around the world. In short, students leave the Middle School understanding that citizenship entails personal responsibility and that we all have important roles to play in this country and around the world in order to be successful global citizens.

Two particularly in-depth opportunities our Upper School students have to explore the world are available through Winterim and the Global Studies Diploma Program (GSDP). Through Winterim, all Upper School students have the opportunity to travel with their peers and teachers across the country and around the globe, exploring the world through interdisciplinary programs. As a history teacher, it is exciting to see artifacts with my students from civilizations we have studied, such as Roman ruins in Croatia and a medieval astrolabe in Switzerland. Complementing this immersive travel opportunity, our Upper School offers courses that examine the world through various lenses, including geography, Latin American history, women’s studies, and global diplomacy. Students interested in further tailoring their education through a global lens can apply to participate in the GSDP and delve into a concentration in science, political science, world languages, or economics. They design an individual course of study, take classes that align with their interests, and participate in extracurriculars that help them deeply explore the world, including field trips and small group workshops with guest speakers.
 
We take our mission to develop global citizens seriously. What does this look like? Walk across campus on any given day, and you will hear students and faculty discussing other countries, cultures, and historical events; students singing and playing music from around the world; artwork representing myriad cultures and new ideas; photographs of previous Winterim trips; community members eating lunch from the kitchen’s global food series; and conversations taking place in multiple languages. Global education transcends disciplines and grade levels and will continue to impact students as they move through and beyond the School.
 
For a glimpse into why Brimmer’s global community is so important, one only need speak to our graduates, such as the six alums who visited campus this winter to participate in a panel discussion for a student assembly. We asked our former students to share how global education at Brimmer had influenced their studies and career choices over the years (see sidebar). Interestingly, each had studied abroad in college and noted the impact of Brimmer’s program on their relationship to the world. Though they had different Winterim adventures—from community service in the southern U.S. and outdoor education in Belize, to cultural studies in Senegal and Italy—they each remembered how their experiences gave them the confidence to approach new situations, be comfortable with uncertainty, and appreciate diversity around the globe. Three of the six graduated with a Global Studies diploma—the other three having graduated before the program existed—and had gone on to study their concentrations in college. These former students are now involved in diplomacy, global social action, environmental studies, performing arts, technology, and public service, and all cite their interests in these fields to the opportunities made available to them at Brimmer. Although each alum has approached their global engagement in a unique way, they have all evolved into global citizens and leaders who are passionate about helping others and prepared to make the world a better place. What more could we ask for as educators?
 
Humanities Co-Chair and Director of Global Studies Kelly Neely enjoys helping students connect with the world and learn about global issues and human rights through travel, examining the world through a critical lens, and project-based learning. Kelly was selected as a National Association of Independent Schools Teacher of the Future in 2014 for her work in global studies and is happiest when she can challenge herself both as a teacher and learner.

* Source: Asia Society Center for Global Education
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As an inclusive private school community, Brimmer welcomes students who will increase the diversity of our school. We do not discriminate on the basis of race, religion, sex, gender, gender identity and expression, disability, sexual orientation, national origin, ancestry, or any other characteristic protected from discrimination under state or federal law, in the administration of our educational policies, admissions practices, financial aid decisions, and athletic and other school-administered programs.