During the past 18 years I have had the opportunity to live, and work, in six very distinct countries, from China to America as well as Britain, Holland and Thailand. In each of these places I have been able to experience the beautiful diversity of customs, traditions and fascinating languages that have shaped my thinking and the way I serve an international education.
Although there is talk among educators, parents, and in the academy of a responsibility to nurture new generations of individuals who can be prepared to deal with issues of international relevance, one encounters experiential limitations born primarily of prejudice and cultural unawareness of the other as a person to be known and with whom to build meaning in today’s society.
New York, as a metropolis born from the mingling of cultures represents the global city par excellence, where one hears dozens if not hundreds of languages spoken every day simply by walking through its streets. In addressing this theme of internationality and a global identity of New York City, however, one must emphasize the great complexities that this city experiences that make it real, alive, and unforgiving under a myriad of social, economic, health, and cultural perspectives that often divide instead of unite. These concrete and tangible issues as citizens of New York are in the “small” city an authentic representation of the many countries, ethnicities, and societies that come to collide in a well-defined geographic point. As a researcher, many would be the case studies to examine investigating the city as a mirror of global economy, society, and inequality. These issues, which we tend not to want to talk about out of political correctness, are also the ones of most interest in giving young adults the tools to examine the context they live in and academically explore solutions that will benefit the world of tomorrow.
In this international climate of interesting changes that see macroeconomics move peoples’ lifestyles, The School is unique as an educational context in New York that focuses on supporting and flourishing bilingualism, multilingualism, and a global mindset in a structured and, above all, time-tested way. This comes not merely from increasing exposure to languages for our students, but goes to create a model where learning is conveyed by the cultures and experiences of teachers who come from the world of international education and academia. This academically rigorous breath is possible because of an attention to detail typical of Italian pedagogical culture that marries that of European and American innovation in the arts, and sciences. Currently, our students, from PreK3 to PreK3 to Diploma majors, take half of their curricular classes in English and half in Italian with the addition of French as a “B language” or second language. In September 2024, The School will expand its educational offerings to include for preschool and elementary school Mandarin, Spanish and Musical Theatre as well as Latin from the first year of middle school to graduation. This type of offering is possible because of a vision shared by all members of the school’s community who see it as a point of reference not only pedagogically for students but also culturally and relationally for parents, institutions and businesses.
Again this year, on April 12, we had the joy of celebrating the school’s continued growth through the annual Gala that saw Italian, American and International institutions invest funds to support students and improve the school’s pedagogical activities. This event is obviously aimed at bringing in important funds for The School, but it comes, first and foremost, to fulfill a role of gathering a community continues to grow. This year’s gala featured honored guests of the caliber of Alessandro Del Piero, Lidia Matticchio Bastianich, Jason De Sena Trennert, and Alessandro Bogliolo as examples of Italian American success, influence, creativity, and professionalism around the world. At the same time, the gala also hosted our high school students and in particular, Grade 12 students, who will now have to prepare for their final exams in May and June, but who have already been admitted to American, Italian, Asian, and European universities.
In this ongoing educational and social challenge of our international pedagogical journey in New York City, we are grateful and proud of our teachers and their dedication to creating academically challenging environments and experiences for our students. Through this work, which requires continuous development and detail, these children, adolescents, and young adults relate to an education filled with authentic values, genuine relationships, and complex programs that will lead them to spread their wings and be a model of globally talented and knowledgeable individuals.
The article The School of Italy in New York: an education based on Italian and European values and pedagogical experience comes from TheNewyorker.
