Many of the international, supranational, national, and grassroots development organizations working in the field of education channel their efforts into professional development for teachers. This type of cross-cultural educational development occurs on a massive scale, but the amount of scholarly critique and engagement are disproportionately small. As part of a larger study, this chapter on transnational teacher education draws upon development studies and critical and Indigenous decolonizing methodologies for its theoretical frame. This praxis-oriented framework is used to conduct a comparative case study analysis of two distinct models of cross-cultural professional development for teachers: a small locally based non-profit development organization in Guatemala which has worked with one school for several years, and a US government-funded program whose participants returned from a year-long program in the US to their home communities throughout Mexico and Guatemala. These case studies researched both foreign and Indigenous views of professional development for teachers and the ways in which participants in transnational collaborations negotiated these distinct visions.
"Cross-Cultural Professional Development for Teachers within Global Imbalances of Power,"
Journal of International and Global Studies: Vol. 2:
1, Article 6.
Available at: https://digitalcommons.lindenwood.edu/jigs/vol2/iss1/6
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