In navigating the transformative path of international education, Liam Bekirsky's (BEd ’18) story is a testament to the enriching power of studying and working abroad. His educational journey first started at 91ŃÇɫ’s Glendon College, fueled by a deep-seated passion for the French language and an understanding that true comprehension extends beyond grammar and writing to embrace the rich tapestry of cultural narratives that shape its use.

“Teaching a language not only requires the ability to speak, read, and write the language, but also to understand the contexts and cultures in which it is used,” he says. “And what better way to get this experience than going abroad to France!” Driven by this conviction, Liam embarked on a remarkable journey that would take him from the historic battlegrounds of Vimy in France to the lecture halls of Sciences Po Paris, and eventually, to the University of Oxford.

The leap into international waters was motivated by Liam's desire to fully immerse himself in the French language and culture, grounding his theoretical knowledge in lived experiences. Securing a position as a tour guide at Canada's National War Memorial at Vimy, Liam found himself at the intersection of education, history, and personal growth. This government-supported role not only provided a platform for professional development but also served as a gateway to the authentic exploration of French cultural life. “It was my first time living abroad, and gave me the chance to immerse myself in French culture through work, life and travel,” he says.

During his time at 91ŃÇÉ«, Liam’s professors played a pivotal role in his journey, encouraging him to explore international avenues while nurturing his love for French language and culture. Their support was crucial as Liam pursued a dual Master's Degree at Sciences Po Paris and the Munk School of Global Affairs and Public Policy, University of Toronto. Spending a year in Paris, Liam's academic and professional horizons expanded, culminating in an internship at the Organisation for Economic Co-operation and Development (OECD) where he did work focusing on education policy. "Transitioning from teaching French as a Second Language to engaging with international education policy, broadened my professional scope,” he notes.

Liam's international experiences were marked by significant achievements, notably the extensive network of friends and professionals he developed. This network, spanning several countries, started to emerge from his time in Arras in 2017, providing a valuable professional and personal support system. “I got to experience the joys of living in a small French town, having drinks on the town square, visiting the shops, and enjoying the scenic side of the country,” he says. “It was also centrally located which made it easier to travel to neighbouring cities like Lille and Brussels.” His academic success, highlighted by completing his dual master's degree and securing multiple scholarships, formalized his expertise in international education.

Now at the University of Oxford for his doctorate, Liam investigates how educators form professional networks, inspired by his OECD work and the diverse education systems he encountered. Teaching in UK schools has further enriched his research, underscoring the value of his global experiences. “All this to say, without my international experience, I never would have had the inspiration to apply, and the qualifications to get into Oxford,” he affirms.

Liam stresses the importance of international experiences for early-career educators. “These experiences are vital for understanding and engaging with the varied student populations educators encounter,” he says. “Education - what it means and how it is structured and practiced - is different all over the world. It takes on its own national and local character, and is shaped by trends from all over the world. To only know what education looks like in one place is not sufficient for educators, who must take a step back and critically reflect on their own practice and experiences,” he adds.

To 91ŃÇÉ« students interested in international education and exchange opportunities abroad, Liam's message is clear: "Just go for it despite any potential hesitations that you may have—be it funding, family commitments, or fear of the unknown—the personal and professional growth that such experiences bring is invaluable to both your personal and professional growth”. “You will miss your family and friends, but they will be fine, and even more appreciative of the time you will give them and the experiences you will share when you are back,” he continues. “And the whole point of going abroad is to meet new people and make friends for life. Be optimistic. You will have a successful career as an educator, and this opportunity will make it all the more enriching.”

Liam's path clearly showcases the fulfilling nature of international experiences. "You never know who you will meet abroad, and how they may change or help you redirect your life," he muses, reflecting on the many connections and opportunities that have shaped his path—from chance encounters that led to professional ventures, to the cultural and social explorations that broadened his worldview. Chief among these serendipities, perhaps, was meeting his partner in the UK, a personal milestone that underscores the boundless possibilities that await when one embraces the adventure of studying abroad.

Article by Dennis Bayazitov special contributing writer

The post Education alumnus enhances French language skills through international exchange to France appeared first on Faculty of Education.

So, as a mature PhD student who further wanted to connect with new local communities and offer back their Arts experience, naturally the Narratives in/of Costa Rica: Individuals, Communities and their Voices course caught their eye. Taught by Professor Alejandro Zamora and offered at the Las Nubes 91ŃÇÉ« campus in Costa Rica, the course offered an immersive focus through narrative work into Costa Rica and its local communities.

“We held classes at 91ŃÇɫ’s campus in Costa Rica, which was in the mountains in a rainforest,” says Newbigging. “There were 16 students, and we stayed with local families in home-stay for the 10 days. The course was all about storytelling, related to ideas about Costa Rica and community there.”

Following an open-ended and flexible format, the course encouraged students to learn from the local and Indigenous communities via travel logs and interviews. Students kept ongoing journals and received prompts to further immerse themselves in their new environments and cultures. The final assignment was a travel log documenting their experience.

“While we were there, we were pretty much busy all day and into the evening,” Newbigging recounts. “It was a pretty intense experience, and days started at 8:00 a.m. It gets light there early, so people tend to get up in their homes at 4:30—5:00 a.m. The family I stayed with was on a farm, and have dairy cattle... so, they’re up early.”

For Newbigging, it would be the home-stay situation and environment itself—the “container,” as they would term in their work—that would prove the most fascinating subject for their own final assignment. They said they particularly appreciated how the professor was open to different media formats, too—ranging from video form, to written stories, to documentary-style interviewing and photo essays. In Newbigging’s case, it would be a 16-page comic book about their time as a home-stay with this local more-traditional, Catholic family living in rural Costa Rica.

The family was primarily made up of a straight married couple and their granddaughter, but the farm doors would be open to the lush and vibrant rainforest all day, with grandsons, daughters and farm work friends coming and going—a scene ripe with inspiration for an artist focusing on queerness and travelling abroad. Prior to beginning the course, Newbigging had already been drawing comics and thinking about autobiography and childhood memory—particularly the childhood experiences of queerness and trauma.

“So, the course, for me, let me get out of my head for a while,” Newbigging says. “To think about other people’s stories, other people’s lives, but in a way that circles back to my work. The story I made out of being there was about a traditional family context—living there, but coming out in that situation. It relates back to my dissertation work around queerness and childhood and disclosure, so it was a nice opportunity to zone in on a particular experience to show, and to figure out how to write about it. It brought the tension into sharp focus.”

For Newbigging, it would be a project that was both immensely positive, yet challenging. As their own story was one of authenticity in the face of perceived difference, they reflected in particular about their audience, and with whom to share their work. As part of their work, they sketched and drew in the home, including pictures of one of the hosts, the wife and mother of the household, working in her kitchen. 

“She was really kind and generous and interested in what I was doing, and so I wanted to share drawings with her,” Newbigging said. “The question became: Do I share the whole book with her? This whole story? Which is a kind of another level of coming out about how I felt. It’s another form of intercultural exchange.”

They recall a special moment early in their trip in which their host showed them how she made cheese. “I could see she was really proud of this, and that she was actually sharing. She was being her authentic self. So that space made me feel more welcome to take a chance on sharing more about myself.”

Newbigging believes their story can be relevant to a Toronto audience as well, who reside in a city that already knows much about diversity of cultural backgrounds, and about diversity specifically in values and ideas around queerness. For Newbigging, the story explores the context one is in and how one perceives said space to be safe.

Beyond their final assignment, Newbigging also had the opportunity to lead a comics workshop for non-artists in the local community center library. The workshop was attended by all of their peer students from 91ŃÇÉ«, as well as community members.

“I’m really glad that happened. It was very well received,” Newbiggings says. "I got to see what the local people who attended were drawing, and I would be really interested in going back through the same program in a subsequent year to do more of that—perhaps a week-long workshop with the local community members to get them making comics and distributing some kind of comic books of their own creation."

“Thats’s something I would like to see if we can follow up on and continue.”

Article by Dennis Bayazitov special contributing writer

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