Over the past few months I have had a real opportunity to learn about the culture of my new school. I have shared with a number of people that learning ones way through a culture is somewhat akin to tip-toeing through a field of land mines. It is not until you step on one that you find out it is there. Within the cultural context, it is not until you disturb a cultural norm that you being to understand how deeply that norm is felt.
What is obvious at my new school, is that everyone cares! Teachers care. Students care. Parents care. Finding out what each of these groups care about, and how deeply they care about it has been, and continues to be, the walk through the minefield, as these are the two variables so intimately connected to culture.
What we care about and the depth to which we care about it are extremely culturally connected, so much so that it is often difficult to articulate. It is not until those things we care about are brought under the microscope and become focussed topics of conversation that we begin to sense and understand the depth to which those things are cared about. Often it is a surprise. Sometimes it cannot be explained. We are all cultural beings.
A recent parent discussion I was a part of helped me understand in a very real sense the fact that sometimes we can care deeply about things that in the end are not helpful to solving problems or reaching resolution. When these pieces are deeply ingrained through our culture, the challenge to move beyond them is significant, and in all honesty, may seem to be impossible. Deep seated cultural “values” do not move easily, and sometimes, do not move at all.
The mission statement of my new school drives us to bridge the East and the West, which, from a cultural perspective is a significant challenge. While there are elements of East and West that are complimentary and even sometimes symbiotic, there are also elements that are oppositional, contradictory, and at times, adversarial. I deal on a daily basis with students and families for whom the world is framed through the cultural lens of the East. My school is bringing an educational philosophy and practice being framed through a Western lens, with Western voices. Moments of contradiction cannot be avoided.
It is these contradictory moments that should inform us most deliberately about how to build our bridge, because in it’s most real sense, a bridge links two different places. A bridge is a solution. A bridge allows movement from one point to another, most often over something that would normally prevent that movement. A river, a chasm, an ideal, a danger.
Bridging the differences between two cultures requires us to focus not on the differences, but the commonalities. By focussing on what is common to both cultures, a conversation can begin and work can start on building the bridge.
What is obvious at my new school is that everyone cares! It is obvious in the extra lengths that teachers take to know and support their students. It is obvious in the hours that teachers spend outside of their classrooms providing opportunities for students to be challenged in non-academic pursuits. It is obvious in the care and attention teachers give to providing feedback to students on their learning. It is obvious in the emails that teachers send to parents, eliciting support, sharing successes, requesting dialogue. It is obvious in the passionate advocacy parents show for their children. It is obvious in the conversations students have with their teachers about their learning. It is obvious in all that we do at this school.
And it strikes me, that as we go about building our bridge, we could not hope for a better foundation than “care”.