What I got wrong about DEIJ, and how you can do better.
Back in 2011, I was an Early Years Coordinator and Teacher at a school in Germany. My class had 18 students representing 17 nationalities — diversity at its best.
One day, a French student brought Shaggy’s “Sexy Lady” to the playground, and it became the anthem of recess. A diplomat parent from the Middle East complained about the lyrics, prompting me to remind the class about appropriate words at school. By the afternoon, the European parents had visited, concerned that I was suppressing their children’s freedom of expression.
As a young leader, I was stuck: how could I navigate these opposing cultural expectations?
The Challenge of Leading Across Cultures
In 2017, I started my research into equity within international schools. At the time there was little peer-reviewed research on the topic, so I leaned heavily on Hofstede, Meyer, and other experts in cultural dynamics. My research uncovered a troubling trend: many expatriates, despite their progressive self-image, reacted defensively when challenged on their biases, a phenomenon I termed Expat Fragility (2019), inspired by DiAngelo’s work on White Fragility (2018). However, over the last decade, the DEIJ field has made huge strides. International schools now hire more diverse educators; accreditation bodies emphasize Diversity, Equity, Inclusion and Belonging, and colonialistic educational mindsets are being confronted (Walker & Riordan, 2010). It is no longer good enough to say, “That might be your culture, but within these walls, we have our culture,” a statement that has echoey reminders of residential schools in Canada and early colonies throughout the subcontinent. Still, the balance between preserving cultural identity and fostering collective belonging is fraught and demands more nuanced leadership than ever.
Cultural Intelligence (CQ)
International schools require leaders to recognize and adapt to cultural nuance. This is known a Cultural Intelligence (CQ). Without CQ, navigating between any conflicting cultural values becomes impossible (Livermore, 2011). Frameworks like Hofstede’s Cultural Dimensions (2011), Meyer’s Culture Map (2014) or self assessments offer valuable insights into how cultural values shape communication and teamwork. However, relying solely on these white, Western-centric frameworks risks reinforcing stereotypes and overlooking the richness of refined context. It is important to remember that sometimes sociologists and educational researchers don’t get it right.
We might suggest that the former European parents in my class valued direct communication, freedom of expression, and physical liberation, while the Middle Eastern family appeared rigid, resolute, conservative, and reserved. Attempting to find a ‘middle ground’ could be an approach, but the reality is that without CQ both perspectives are steeped in misconceptions, assumptions, biases, and even racism — on both sides.
Cultural intelligence starts with holding a mirror up to ourselves and admitting, I got it wrong. But, I am willing to do better.
There are many BIPOC writers/researchers that educational leaders can lean into for more understanding. I have included a list in the references to this article for those who want to add to their reading list. One example, Professor of English Education at Teachers College, Columbia University, Dr. Yolanda Sealey-Ruiz’s Archaeology of Self™ encourages educators and leaders to deeply explore their beliefs and biases, particularly around race and racism. To understand how these influence their pedagogy and interactions with others, this process emphasizes the need for self-examination and addresses inequalities in education.
The Role of Storytelling in CQ
Storytelling is a powerful tool for fostering CQ. As Chimamanda Ngozi Adichie (2009) notes, stories help us empathize with others. In schools, they can bridge divides by allowing staff, students, and parents to share perspectives. Leaders who share their own stories humanize themselves, making them relatable and approachable (Shields, 2004).
I have written before about the storytelling power of the Journey Line protocol, shared my own leadership story through videos, but recently another wonderfully simple example happened at ISHCMC.
The Senior Strategic Leadership and Design Team members were often siloed due to being on two campuses. Communication between intercultural departments needed better flow. To help, Ted Lai, Director of Digital Learning and Innovation, used simple technology to facilitate storytelling among team members. This low-stakes activity fostered connection, breaking down barriers and building a sense of belonging. It’s a good start for any team.
Practical Steps for Developing Cultural Intelligence
Leaders can enhance CQ by adopting the Acquire, Build, Contemplate, Do model (Cultural Intelligence for Leaders, 2012):
- Acquire: Learn about the cultural backgrounds of your community.
- Build: Observe and empathize to understand unspoken needs.
- Contemplate: Reflect on how your leadership aligns with cultural dynamics.
- Do: Adapt your approach to build trust and inclusivity.
By applying these steps, leaders can begin to create environments where everyone feels valued.
Why CQ Matters in International Education
Schools are microcosms of our world. Contemporary leaders need to go beyond academic metrics and comfortable frameworks to create spaces where all voices are heard, and all people belong (Rigby & Tredway, 2015). High CQ enables leaders to bridge divides, foster connection, and nurture a sense of belonging (Earley et al. 2004).
As I reflect on my early leadership challenge, I see what I got wrong. Effective leaders don’t have all the answers — they are learners first.
References and Further Reading
Adichie, C. N. (2009, July). The danger of a single story [Video]. TED Conferences. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story/transcript?subtitle=en
CMC Webb. (n.d.). Advancing intercultural competence for global learners (Copyright © by cmcwebb, licensed under a Creative Commons Attribution-NonCommercial 4.0 International License). Retrieved from https://ecampusontario.pressbooks.pub/interculturalcompetence/chapter/self-assessment/
Cultural Intelligence for Leaders. (2012). https://2012books.lardbucket.org
Earley, P. C., & Mosakowski, E. (2004). Cultural intelligence. Harvard Business Review. https://hbr.org/2004/10/cultural-intelligence
Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1014
Livermore, D. A. (2011). The cultural intelligence difference: Master the one skill you can’t do without in today’s global economy. American Management Association.
Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. PublicAffairs.
Mills, C. W. (1997). The racial contract. Ithaca, NY: Cornell University Press.
Mills, C. W. (2010). Does race exist? The University of King’s College lecture series “Conceptions of Race in Philosophy, Literature and Art” [Video file]. Retrieved from https://www.youtube.com/watch?v=epAv6Q6da_o
Rigby, J. G., & Tredway, L. (2015). Actions matter: How school leaders enact equity principles. In M. Khalifa, N. W. Arnold, A. F. Osanloo, & C. M. Grant (Eds.), Handbook of urban educational leadership (pp. 329–346). Lanham, MD: Rowman & Littlefield Publishers.
Shields, C. M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109–132.
Walker, A., & Riordan, G. (2010). Leading collective capacity in culturally diverse schools. School Leadership & Management, 30(1), 51–63. http://dx.doi.org/10.1080/13632430903509766
