Chapter 4: The Influence of Service-Learning on the Development of Intercultural Sensitivity: A Case of an International School in Hong Kong

International schools have long assumed the development of global understanding and appreciation for cultural differences as part of their missions by claiming outcomes such as “tolerance, mutual respect” (International School of South Africa, 2009), “the knowledge to face challenges in a cross-cultural environment” (International School Bangkok, 2009), “ethical world citizens” (American International School-Riyadh, 2009) and dedication to “service and global understanding” (Hong Kong International School, 2009). However, the “study of world-mindedness in international schools has only recently been questioned, let alone pursued in any depth” (Hayden & Thompson, 1998, p. 185). Furthermore, only rarely do these schools define (Lakin & Mahoney, 2006), let alone measure, the outcomes they claim of producing greater tolerance, respect, cross-cultural competence, and global understanding in their students (Westrick, 2004). Evidence beyond the anecdotal is difficult to find (Gellar, 2000), leading researchers to question whether claims of international schools to influence students’ intercultural competence are rhetoric or reality.