Themed Clothing Days,Fostering or Hindering Identity, Belonging, and Intercultural Learning?
With the academic year well on its way, some families who did not return from their home countries at the start of the year with an additional piece of luggage filled with a selection of costumes and traditional wear for all the dress-up days, have started to mark their calendars so their online orders arrive in time. As one Malaysian-Indian teacher has a song and dance in mind for the staff Bollywood number this year another is already dreading the line of female staff, queuing from 6:30 am for help getting into their saris to celebrate Deepavali.
Love them or hate them, themed clothing days are part of the fabric at most international schools and are seen as so much more than only dressing up. International Schools are melting pots of cultures, backgrounds and whichever unique combination of identities exist within each school’s setting. Globally, there is much more awareness around the importance of celebrating identity to foster a sense of belonging and themed clothing days are often the one-size-fits-all (pun intended) approach to the intercultural learning puzzle. While this is good for some, it also presents pitfalls in multicultural settings like Malaysia where even the best attempt at celebrating one group of people poses the risk of offending another. Do themed clothing days still have a place in international schools or is it better to start thinking of alternative ways of celebrating identity and diversity?
Research around wellbeing in schools confirms that when students feel seen, heard and valued they experience a stronger sense of belonging and in turn they are more successful as learners. Helen Street describes this will in a TED talk she did on this topic and her book, Contextual Wellbeing is a must read for all educators. The same principle also applies to other members of the school community in terms of their sense of belonging and work performance.
But what does it really mean to belong?
Simply put, belonging is showing up as your authentic self without ever feeling the need to change aspects of who you are to ‘fit in’.
Research in this area shows, however, that a strong sense of self (identity) is often more challenging for students in an international school setting as many of them tend to leave their true identities at the school gate in the morning to conform to what they perceive to be an “international school student”. Growing up in Transit by Danau Tanu offers more examples of this.
Dr. Brené Brown, author, researcher and American professor describes belonging as “part of something bigger but also having the courage to stand alone, and to belong to yourself above all else. In that case, belonging is actually the opposite of fitting in! Fitting in means that we are changing ourselves to make other people like us. Fitting in means that we betray ourselves.”
Dr. Brown’s words echo the mission of most international schools and opportunities are built into the curriculum through SEL (social and emotional learning) and PSHE programmes to support students with identity building work and guiding them towards a stronger sense of self.
Outside the classroom, cultural celebrations that often go hand-in-hand with themed clothing days serve as vibrant celebrations of diversity, promoting a sense of identity, belonging, and intercultural learning. At our school, the annual UN day celebration owes its popularity among students, families and staff largely to the explosion of colourful outfits and delicious food from countries represented by the diverse community. The UN day parade allows students from various backgrounds to express their uniqueness while fostering an inclusive environment that cherishes cultural differences.
As the title of this article suggests, themed clothing days can be a double-edged sword. While they can promote diversity, cultural awareness, and foster a sense of community among students, celebrations where students are encouraged to dress in clothing representing a culture other than their own, like Malaysia Day, Deepavali and Lunar New Year present inherent pitfalls and risks, such as cultural appropriation.
Dressing up as another culture can often perpetuate stereotypes, reinforce power dynamics, and disregard the significance that particular attire holds within that culture. It is important to understand that clothing is often deeply tied to cultural traditions, histories, and identities. Donning such attire without adequate knowledge or respect for its cultural context can be disrespectful and offensive.
With an awareness of the pitfalls and a deep understanding of the purpose behind each of themed clothing day, the benefits of having them outweigh the risks;
1. Embracing Cultural Diversity:
Themed clothing days provide an opportunity for students to honour and celebrate their cultural heritage. Encouraging students to dress in traditional attire showcasing their cultural backgrounds helps them embrace their unique identities and gain pride in their roots. This environment of celebration and inclusivity allows students to learn about each other’s traditions, breaking down stereotypes and enhancing cultural understanding. It promotes the belief that differences are to be celebrated, fostering an intercultural school community based on mutual respect and admiration.
2. Creating a Sense of Belonging:
Themed clothing days provide a platform for students to feel a sense of belonging within the international school community. By encouraging everyone to participate, regardless of cultural background, these events reinforce the notion that everyone’s heritage is valued. Students, teachers, and staff come together to celebrate various cultures, fostering unity and creating an inviting atmosphere. The shared experience of dressing up and showcasing cultural diversity establishes a strong bond among students, leading to lasting friendships and a sense of togetherness.
3. Boosting Intercultural Learning:
Themed clothing days go beyond celebrating diversity; they facilitate intercultural learning. Through these events, students not only showcase their own cultures but also gain exposure to different traditions and customs from around the world. This hands-on experience helps students appreciate and understand a range of cultural practices, norms, and values. Dressing up in traditional attire also encourages students to delve deeper into their own heritage, learning about significant traditions, festivals, and historical aspects tied to their cultural backgrounds. Such exploration nurtures curiosity, open-mindedness, and empathy among students as they develop a global perspective.
4. Strengthening Community Bonds:
Themed clothing days serve as powerful tools for strengthening community bonds within an international school. These events bring together students, teachers, parents, and the wider school community, transcending cultural barriers and fostering a spirit of collaboration.
In conclusion, while themed clothing days in international schools can be a double-edged sword, their benefits far outweigh the risks when approached with awareness, understanding, and respect. Embracing cultural diversity, creating a sense of belonging, boosting intercultural learning, and strengthening community bonds are pivotal aspects of these celebrations. Through these events, students learn not only about others but also about themselves, gaining pride in their heritage and fostering a global perspective. It is essential for educators and students alike to approach themed clothing days with sensitivity and knowledge, appreciating the rich tapestry of cultures that make up our diverse school communities.
As we continue to navigate the complexities of cultural appreciation, let us remember that these celebrations, when conducted thoughtfully, serve as stepping stones toward a more inclusive, empathetic, and harmonious world.