Citation

Creating "successful" overseas-trained teachers: A comparative analysis of the J-1 teacher exchange in the U.S. Southeast

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Abstract:

This paper explores the socio-cultural foundations of the overseas-trained teachers’ (OTTs) exchange through a comparative anthropological examination of two primary questions:
(1) How do policy actors involved in these exchanges (e.g. OTTs, administrators, state representatives, etc.) conceptualize what it means to be a “successful” OTT in U.S. public schools?
(2) How do these cultural understandings of “success” get expressed in everyday actions?
In this study, I draw on perspectives and concepts from the anthropology of policy, including policy appropriation, both to trace policy implementation and to understand the socio-cultural context of the J-1 exchange program in the U.S. Southeast. The research contributes to ongoing debates in comparative education concerning world culture theory, or the notion that schools around the world are increasingly becoming more similar and homogeneous. In this presentation, I present preliminary data from a qualitative study on OTTs and the policy of international exchange, which speak to the first research question. The initial findings from a series of thirty in-depth interviews with policy actors speak to the ways that those involved in the J-1 programs understand teaching to be both universal and deeply culturally rooted. On one hand, exchange brokers, state policy makers and teachers discuss transferable methods and common subject matter, which make these exchanges possible. These assumptions help to justify minimal induction and orientation programs for OTTs. On the other hand, teacher-brokers have expressed the ways that the different socio-cultural context has led to deep challenges in the U.S. context where professional norms, student behavior, and the administrative structure differ remarkably from their home country.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p494102_index.html
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MLA Citation:

Brown, Kara. "Creating "successful" overseas-trained teachers: A comparative analysis of the J-1 teacher exchange in the U.S. Southeast" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494102_index.html>

APA Citation:

Brown, K. D. , 2011-05-01 "Creating "successful" overseas-trained teachers: A comparative analysis of the J-1 teacher exchange in the U.S. Southeast" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494102_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper explores the socio-cultural foundations of the overseas-trained teachers’ (OTTs) exchange through a comparative anthropological examination of two primary questions:
(1) How do policy actors involved in these exchanges (e.g. OTTs, administrators, state representatives, etc.) conceptualize what it means to be a “successful” OTT in U.S. public schools?
(2) How do these cultural understandings of “success” get expressed in everyday actions?
In this study, I draw on perspectives and concepts from the anthropology of policy, including policy appropriation, both to trace policy implementation and to understand the socio-cultural context of the J-1 exchange program in the U.S. Southeast. The research contributes to ongoing debates in comparative education concerning world culture theory, or the notion that schools around the world are increasingly becoming more similar and homogeneous. In this presentation, I present preliminary data from a qualitative study on OTTs and the policy of international exchange, which speak to the first research question. The initial findings from a series of thirty in-depth interviews with policy actors speak to the ways that those involved in the J-1 programs understand teaching to be both universal and deeply culturally rooted. On one hand, exchange brokers, state policy makers and teachers discuss transferable methods and common subject matter, which make these exchanges possible. These assumptions help to justify minimal induction and orientation programs for OTTs. On the other hand, teacher-brokers have expressed the ways that the different socio-cultural context has led to deep challenges in the U.S. context where professional norms, student behavior, and the administrative structure differ remarkably from their home country.


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Quality of education for indigenous children in Mexico and Ecuador: Comparative analysis of teacher training

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Teacher training differences, teacher mathematics knowledge, and teaching quality in Botswana and South Africa: A comparative analysis


 
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