Head of School
Education Without Borders
The following article by Head of School Trudy Hall appeared in the summer 2008 issue of EMMA, The Bulletin of Emma Willard School.
I am thinking about a truly big idea, so big I cannot think about it alone. It is an idea I hope you are already contemplating: what does an education that embraces the world look like?
ou should see what I have seen: a multicultural girls dorm in Botswana, a chinese recitation class in a Korean girls school, a school in Capetown connected through technology to four others in India, Mexico, Venezuela, and Indiana. I could go on, but it is stunningly clear: the idea of “school” and the possibilities of technology are irrevocably intertwined. As important, the word global is now old. So what is next?
To educate responsibly, we must not only give students access to life well beyond Emma’s borders, we must let the world in as well. We must provide cross-cultural opportunities that enable our students to gain confidence in navigating unfa- miliar cultural territory and develop the skills for responsible citizenship. Exposing students to life beyond Mount Ida is not new. Whether inviting speakers to address international issues, arranging for student pen pals at a sister school in Japan, or creating travel opportunities for students and teachers, Emma Willard has always been ahead of the curve in this regard. Indeed, international students have been a part of the Emma Willard community since the 1820s. Today we have girls from over 20 countries, and now that the davis Scholars Program allows talented girls from around the world to come together, imagine the global tapestry that could exist here. We are just beginning to weave this tapestry—bold, compelling, necessary. A truly diverse student body is but one step in engaging the world. Emma Willard is fortunate to possess the Elizabeth Colton ’66 fund for Global Women’s Issues, designed to expose students to the concerns of women around the world. Throughout the curriculum our students are exposed to diverse cultures and perspectives. Teacher exchanges (for example, two that occurred this year with schools in the united Kingdom and India) do the same for our faculty. Our rigorous language program now includes chinese, and through our community service program Emma students reach people from the capital region to darfur.
So our challenge is not shifting our course toward globalization; rather, it requires that we move strategically along the course we have already set. I have many ideas, but I would like to hear yours as well. As the only school with the expertise that comes from 200 years of educating girls, how can we best ensure that our students develop a deeper understanding of other ways of life and other viewpoints? What is the right balance between classroom and experiential learning? What should a “global curriculum” look like? How can we better engage and utilize our alumnae around the world?
Post graduation, I am experiencing a rare quiet moment on Mount Ida—the perfect time to contemplate a bold future for Emma Willard. Please consider yourself invited into this critical conversation. Toward that end, I have launched a blog which you can find at www.emmawillard.org/everywhere. Rest assured, even if you are not hearing from me, I am contemplating every comment you post. For those of you for whom blogging remains a foreign concept, know that your letters and emails are always welcome. I look forward to a lively exchange as we venture into new worlds of intellectual possibility. Just imagine Madame Willard’s remarkable vision writ globally!
