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Power Panels will consist of 40 minutes of pre-recorded content followed by 10 mins of live Q&A. FIGT will provide a moderator to help manage the Q&A. They are an effective way to consolidate knowledge and lead a conversation across sectors and areas of experience/expertise. 

Power Panel I
Friday, March 12, 2021 23:30 UTC

TCKs of Asia: Language, Family and Power

Moderated by Isabelle Min. Panelists: Aiko Minematsu, Saeko Mizuta, Danau Tanu, Jane W Wang

There is a need among educators and counselors who work with Third Culture Kids to understand the growing number of Asian students they service in their schools and elsewhere. This panel discussion explores the diversity among TCKs by showcasing the hidden voices emerging from those whose ‘heart-land’ is in Asia. It will draw from discussions that arose out of a new online public forum called ‘TCKs of Asia’ facilitated by the panellists. The panel will offer new perspectives on issues of hidden losses and family dynamics, as well as language, hierarchy and privilege. What is it like being Asian while growing up overseas or attending international schools? What are the cultural consequences of English-medium education? How does repatriation differ for Asian TCKs? How can we embrace and bridge that difference to help TCKs thrive?

Power Panel II
Saturday, March 13, 2021 14:30 UTC

How Can International Schools Provide ‘Safe Passage’ for their Community Members Within and Between Schools?

Moderated by Doug Ota. Panelists: Jane Barron, Aleka BilanValérie Besanceney, Claudine Hakim

At any school with a high degree of turnover, transitions affect everyone, regardless of a person’s role – student, parent, or staff, and regardless of whether a person is moving or being moved away from. People move amongst schools, so the emotional issues of any one individual transcend individual school walls, making it impossible for any one school to fully address these issues alone. Success requires collaboration. In this session, a panel of experts representing each stakeholder in a child’s education, and three young adults who grew up attending international schools, will draw on their diverse perspectives to discuss how international schools can provide ‘Safe Passage’ for their community members within and between schools.

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