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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.

Beyond Educational Voyeurism: An Analysis of a Ugandan-North American Teacher Partnership Program