‘GloCal Citizenship’ in the Primary School
What does it mean to Belong?
by Dan Hatfield, Year 3 Leader – Curriculum and Assessment
The foundations of international education were built on transformative aspirations – helping students integrate across cultures, appreciate global complexity, and foster international understanding. At Bangkok Patana, we are proud that that these principles underpin our school mission and vision for developing global citizens.
However, there is an argument that we should seek to balance this international outlook with an understanding of Thai culture. As adults, it is easy to appreciate the vibrant cultural heritage of Thailand, indeed it is the reason many of us have chosen to make it our second home. But what about our students, how important is it for them to learn about the country which they are growing up in?
In a recent blog post, Conrad Hughes, the Director General of the International School of Geneva, laments international schools that are ‘disconnected’ from the host country’s language, culture, history and traditions, noting that this can impact students’ sense of belonging and limit their development of true intercultural competencies. He observes that, with so many international students growing up in a third culture, the study of host country culture takes on an added significance and may serve to provide an anchor, developing an additional sense of belonging alongside the celebration of their own heritage.
Reflecting on our own context, a cornerstone of our new Primary School vision for successful learning is developing belonging, and in particular emphasising the importance of developing intercultural understanding; building positive partnerships with parents through respect for language, culture, and beliefs; and fostering citizenship and social responsibility through authentic community connections. Meaningful engagement with Thai culture supports this vision by helping all students feel connected to their immediate environment while developing their global mindedness.
Our vision is also explicit about supporting students to value and recognise their home culture and language. For our Thai students, these learning experiences take on extra meaning as they become the experts in the classroom, sharing their knowledge with friends. It’s wonderful to see their pride as they explain traditions and customs, helping them appreciate their own heritage as they share it with others.
This exchange of cultural knowledge benefits everyone in our community. For all our students, developing a genuine connection with our host nation is therefore not just enriching, but essential. The aim, as Conrad Hughes terms it, is to develop “glocal citizens” – students who maintain their international perspective while developing a genuine appreciation for Thai culture.
Moreover, the demand for this curriculum integration is there from the students. In a recent survey of students from KS2-KS4, nearly 95% of respondents attached value to learning about Thailand, with our older students explicitly saying that it was an important part of their ability to understand and appreciate other cultures, as well as supporting healthy personal identity development.
To ensure our exploration of glocal citizenship across the Primary School is not confined to observing special days and attending specialist lessons, authentic learning experiences have already been integrated into our curriculum.
As students progress through our school, they learn about various aspects of Thailand that build upon existing knowledge and deepens their understanding. Our youngest learners begin their journey in Year 1 with “Amazing Thailand,” exploring what makes Thailand special through investigations of local wildlife, flora, and geography. They also learn about (and are inspired by!) Thai artists.
This appreciation for their host country continues in Year 2, where students learn about the history of Bangkok Patana School and visit Rama 9 park, helping them understand both their immediate community and its place in the broader Thai context.
In Year 3, the curriculum has been reimagined this year to weave Thai cultural elements throughout the units of inquiry. Students study Chiang Mai as part of their ‘belonging’ topic which introduces them to life outside our capital city, and they also build on their existing knowledge and learn about the geography of Thailand and Southeast Asia which grounds them in their physical location within Thailand and the region. In their unit on ‘imagination’, students explore Thailand’s spiritual and cultural heritage, learning about Thai mythology and Thailand’s rich storytelling traditions (if you want to know why we have the giant Yaksha statues at the airport, then ask a Year 3 student!).
As students move into their final years of Primary, their understanding becomes more complex and analytical. Year 5 students investigate Thailand’s unique ecosystems through their residential visit to Khao Yai’s rainforest, while also examining critical environmental challenges like flooding risk through the lens of Thailand’s geographical position. This environmental focus continues in Year 6, where students study how animals have adapted to Thailand’s distinct climate and landscape, while also exploring contemporary issues like migration patterns into Thailand.
This careful progression demonstrates how we can move beyond surface-level cultural appreciation to help students develop a deep, nuanced understanding. From the excitement of discovering Thai animals in Year 1 to analysing complex migration patterns in Year 6, students build both knowledge and cultural competency in meaningful, age-appropriate ways.
While there is always scope for further curriculum development and alignment, we are proud of the learning that our students experience and the way we balance our school commitment to global citizenship with a responsibility to help students understand and celebrate the culture of the fabulous country where we all live, work and study.
Moreover, this approach enhances rather than detracts from academic excellence. When students understand the context in which they’re learning, their engagement deepens across all subject areas. By grounding learning in relevant, local contexts, we’re not just developing cultural awareness – we’re building stronger analytical skills and more nuanced understanding across the curriculum.
By thoughtfully integrating Thai cultural elements throughout our curriculum, we are doing more than teaching about Thailand – we are helping to develop true “glocal citizens” who can think globally while acting locally. This balanced approach helps students develop the sense of belonging and intercultural understanding that are central to our vision, while preparing them to shape their world through independence, empathy and critical thinking.
