GGIS is a blessed space. We work in a time and space where education through diversity is respected.
An immediate example of this is our student body. With students from more than 10 different nationalities including French, Spanish, Australian, Indonesian, Korean, American, Canadian, Japanese and other dozen Indian states (as good as different countries in terms of diversity), our classrooms are always abuzz with varying points of view.
Diversity is of a great help when we talk about global issues. Discussion of issues like human action, animal extinction, migration, child safety etc. derive a far broader and deeper meaning than with homogeneous classrooms. For instance, when our Grade 2 was learning about migration as a unit of inquiry and its pull and push factors. We had a few examples within the classroom of parents who have migrated to different places for various reasons. Everything right from how the travel was planned to how they settled in a new city to the challenges they faced was discussed. No amount of videos or stories could have made the topic as engaging as having a live example in the class.
Diversity also helps children learn factual information.
Just compare the following statements-
Canada has the largest number of fresh-water lakes in the world.
Do you know that Frida’s country, Canada, has the largest number
of huge freshwater lakes in the world? And the people there use
it for all kind of water sports and recreation.
Frida can you share something about it?
See how a random vague nugget of information suddenly becomes highly fascinating when shared in the context of their classmate? And it goes without saying that this helps create far deeper learning.
Even with poles apart differences in culture, we have seen children transcend, gender, social and language barriers and communicate with each other in a way that only children can. They remind us every day that these differences are too trivial to stop them from learning, loving or playing with each other.