ICS Teacher’s Expertise Goes Global in Book Launch

ICS High School Teacher Rebecca Gillman is an expert in global citizenship and service learning.

As a researcher and teacher, Rebecca brings theoretical knowledge and practical experience to ICS and to educators in the field around the world through her contributions to a new book, Enacting Equitable Global Citizenship Education in Schools.

“I am a teacher because I believe in the transformative potential of education,” Rebecca, who teachers Language & Literature and Drama, said. “Service learning is one way we can promote critical engagement with global issues whilst fostering agency that will ideally lead to open and sustainable mindsets, intercultural understanding and informed action.”

As part of ICS’s Strategic Plan Development, Rebecca is serving as a member of the Global Citizenship Task Force – recognized as a key element of the future of our school and community. Rebecca is also collaborating with Siham Omar on enhancing the the Service Learning curriculum and its impact on students' global citizenship.

“We are so proud of our faculty members who continue to lead the evolution of education worldwide. Rebecca is a great example of our teachers using their expertise to benefit ICS students, as well as students around the world,” High School Principal James Brightman said. “ICS continues to attract amazing faculty like Rebecca who use their expertise in critical research areas like Global Citizenship to inform and advance our strategic vision.  Numerous members of the ICS team have commented on how grateful they are to have Rebecca's input in such a vital strategic area.”

Through this book, as well as her continued research and teaching, Rebecca is aiming to evolve service learning in a way that challenges existing assumptions, encourages critical literacy, and fosters realistic hope.

“We need to have difficult conversations, get comfortable with discomfort, and draw on current research to inform our practice,” Rebecca said. “By developing critical consciousness and open-mindedness through dialogic learning, I am optimistic that we will continue to build the necessary skills in our young people and ourselves to navigate complexity and forge a new path into the future.”