Please enable JavaScript.
Coggle requires JavaScript to display documents.
Tangible and Intangible Cultural Manifestations at Dulwich College Beijing…
Tangible and Intangible Cultural Manifestations at Dulwich College Beijing
by Jett Brunet
Social Culture
Tangible Manifestations of Social Culture
Parents enroll children in daily hours-long after-school tutoring.
Children cannot access majority of materials online without illegal VPN.
Annual visits to inspect materials respect "local norms" re Taiwan, Tibet, etc.
High AQI means children cannot play outside at times, creates behavioral issues.
Government mandated openings and closings due to COVID-19.
Chinese garden created on campus.
Local holidays and celebrations.
Intangible Manifestations of Social Cultur
Old fashioned approach to raising children re corporal punishment.
High rate of parental neglect as children raised by employees.
Need to save face during conflicts.
Taboo subjects such as LGBT rights and politics, certain historical facts.
Nationalism which views local culture as superior to all others.
Ideological conflicts between government narrative and international narrative re China, pollution, etc. present in children and community.
Some parental resistance to learning which is not rote.
Culture of respect for teachers and education.
Organizational Culture
Tangible Manifestations of Organizational Culture
Beginning to implement elements of localized curriculum.
Invitation of local experts to school, including local U.N.
Residential trips to expose children to local highlights
Annual award given to students and staff for Pioneering Spirit project proposal.
Annual Founders Day to celebrate 400+ years of schools existence.
Display of trophies around school.
Annual cross network events to celebrate network of schools through music, art, drama, dance.
Celebration of Senior School graduates around school with annual graduates walk.
House Days to celebrate athletic, artistic achievement.
Service project posters visible around school.
House flags and posters visible around school.
Dedication to arts visible with 2 fully operational theatres on campus.
Houses used to create positive culture.
Dedication to athletics with 2 football pitches, 1 cricket ground, several tennis courts, 2 indoor sport domes.
Promotional video played at the main entrance on loop which celebrates student achievements and our values.
Dedication to learning tech visible with SE21 (postal code of original school) learning tech hub.
School uniforms worn with pride by students.
UN 17 Sustainable Development Goals visible around school.
Diversity present in our curriculum and with hiring practices.
Vision and Mission Statements present in every staff room and at the start of each leadership meeting email.
Dulwich Values present as posters for each value in every Junior School classroom.
IB students art gallery expos featured around school.
Intangible Manifestations of Organization Culture
Staff enthusiasm for House Days generally very high.
Strong staff and student identification with school.
These are the result of people choosing to associate with those who share a common first language and/or interests more than any other reason as generally staff get along well for work.
Strong ECA provision with majority of students choosing to participate.
These, along with regular interactions like lunch, breaks, etc. are “naturally segregated”.
Expat staff bring their own value system with them to our local context.
The school makes an effort to bring the local and expat staff together for events.
Absenteeism and tardiness generally low among staff and students without need for signing-in/scanning upon entry policy for staff.
Main teaching staff are expat and come from mostly Western countries such as the UK, Australia, NZ, USA, Canada.
Staff camaraderie levels high. Many social functions, both formal and informal. Staff choosing to holiday with coworkers is a frequent occurrence.
Staff are a mix of local Chinese for support positions such as HR, assistant teachers, security, cleaning, etc.
Turnover relatively high as staff generally in their early 30s and our school is their first international experience. Issues with living in China also motivate staff to leave.