Multiple Perspectives in an International Classroom

by Susanna Pierce

“Teach with multiple perspectives.” This “new way” of teaching history compels students to analyze the past through not just a textbook, but through various primary documents within the discipline. This strategy integrates the stories of distinctive conquered groups with the opinions of the conquerors into the
classroom. By incorporating many voices from the past, students develop a clearer understanding of how historical events have shaped society today.

I completely agree with this urgency within social studies education, but I personally feel there is a greater urgency for all disciplines involving these educational “ bing words” multiple perspectives.

As an American social studies teacher working in an international school in Barcelona, Spain, I have had a new epiphany: a strong practice should include the interpretation and evaluation of multiple perspectives within the discipline, but ultimately, the best teaching practice should also embrace the multiple perspectives
within your own classroom.

Teaching with student perspectives strengthens your students’ identities and beliefs. In the first week of school, I wanted to learn my students’ opinions about several statements related to economics and politics. To do so, I facilitated a four corners discussion that forced students to think and defend their beliefs about these statements.

“Those who make more money should be taxed more money.” A large portion of the class migrated to the disagree corner, but one student from South Korea remained in the agree corner, alone. His peers in the opposite corner passionately explained how taxing those who “work hard” punishes strong work ethic. In response, my South Korean student clearly articulated, “There are many citizens in South Korea
who work hard in a factory all day. In fact, they work over twelve hour days, and then might even have a second job afterward this shift to support their family. Just because you work hard doesn’t mean you are rich,” he argued.

After he finished explaining his justification, I asked if any students wanted to change their position on the issue after hearing from their peer. Two students (both from Spain) moved to the corner by my South Korean student. Clearly, the richness of cultures in my own classroom helped students to understand the perspectives of others, and even led them to refine their own beliefs.

Moreover, the integration of student perspective into a classroom engages all students in a respectful classroom discourse. Before starting the year, I was forewarned that one particular student on academic probation would be a negative influence to my classroom environment. “He cares more about rugby and marijuana than his studies. Be careful.” As a person who thrives with challenges, I immediately
responded, “I think it will be fine.” Sure enough, during a classroom conversation about the purpose of schooling, he readily engaged. As he defended himself about how schooling should prepare you not only for a job, but also for the ability to function in your everyday life, it seemed as if something was changing in his
attitude. His peers intently listened to his response and agreed with his explanation. As a Spanish student amidst an economic crisis in his own country, he believes his school studies should prepare him to face any challenge in the future—whether it be obtaining a job, raising a family, or overcoming economic hardships. The integration of my “challenging” student’s perspective in my classroom not only engaged him
in the subsequent classes, it created a sense of respect and understanding between students then and continues to do so today.

Finally, a practice that integrates student perspectives into learning challenges teachers to grow personally and professionally. The first day in my US History class, I asked students to draw what an American was to them. In a class full of non- Americans, I was interested the sort of responses students would create.

As I walked to hear students discussing at tables before completing the task, I was amazed by the similarity conversation within each group. I heard similar words from each group. Words like “arrogant” “stupid” “unhealthy” “patriotic” and “selfish.” Although I knew these stereotypes about Americans existed, it wasn’t
until I heard a class full of teenagers from Japan, Finland, Spain, Pakistan, and Syria say these words that this stereotype seemed real. Wow. The word really does think poorly of Americans.
The first presenting group stood and explained their image: “We drew a picture of a man standing on top of the globe with an American flag in one hand, and a beer and gun in the other hand.” They then proceeded to explain that their image had a man with a six-pack because “he is very concerned with his image and works out. Also, he thinks he is smart, which is why we have a light bulb,” concluded the Spanish
student. Then, my student from Finland concluded, “But he is actually extremely ignorant: he thinks that Finland is the same country as Japan, which is why we have this bubble with the flags.”

As these groups of ninth grade students made their presentations about who an American is, I made a new personal mission. As an American teacher who strives to never match this global stereotype, I would do everything in power to not reflect these virtues to students or any person I met during my time abroad.

Most people gain their understanding of a group of people from media—the Internet, the news, or Hollywood. However, in a classroom with students from multiple backgrounds, students can gain a new understanding about a concept, an idea, a culture, or any event from another peer or teacher in their classroom. Thus, the role of a teacher becomes even more crucial: they must break stereotypes or
previous perceptions to create a culture of understanding and mutual respect.

To me, it seems not just important, but truly essential to incorporate all perspectives—those of students from South Korea, Finland, Syria, Malaysia, Turkey, Russia Spain, Guatemala, Pakistan, India, Japan, France, Italy and teachers from America---into a classroom. By doing so, students and teachers constantly learn
about how past experiences shape the values and behaviors of society today. Embracing the perspectives from within the classroom will change the future perceptions and actions outside of the classroom.