Abstract
This paper examines open responses and journal entries generated by participants in a Ugandan – North American international teacher partnership program. Teachers comments 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, North American participants raised pedagogical concerns regarding the teacher-centered pedagogy and student passivity as after effects of Uganda’s colonial education system.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
