Document Type
Article
Publication Date
Summer 2013
Abstract
Beyond simply watching teachers in international settings as tourists might, teachers in a Ugandan-North American international teacher partnership program went further, reflecting on the social/political contexts within which they taught. Teachers’ surveys and reflections are analyzed for factors addressing the successful negotiation of both teaching and relationship making across the cultural, pedagogical and political divides that separate them. In the midst of the international teacher partnership program, concerns arose regarding teacher-centered pedagogy and student passivity as after effects of Uganda’s colonial education system.
Copyright Statement
This document was originally published by SPREAD Corporation in African Journal of Teacher Education. This work is provided under a Creative Commons Attribution 3.0 License. Details regarding the use of this work can be found at: http://creativecommons.org/licenses/by/3.0/.
Publication Information
Kelly, Philip P. and Cordileone, Amy. (2013). "Beyond Educational Voyeurism: An Analysis of a Ugandan-North American Teacher Partnership Program". African Journal of Teacher Education, 3(2), 1-18.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons