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

  • Philip P Kelly Boise State University
  • Amy Cordileone New York University
Keywords: Uganda, Teacher Exchange, Teacher Partnership, Teacher Education, Post-colonial


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.

Author Biographies

Philip P Kelly, Boise State University
Dept. of Curriculum, Instruction & Foundational Studies
Amy Cordileone, New York University
Dr. Amy Cordileone is a full-time faculty member at New York University. She is a director, choreographer, and designer whose artistic work and research is focused on investigating aesthetic spaces across the globe. She developed partnerships with organizations worldwide, particularly within education and art centered communities in Uganda. Cordileone holds a BA in Theatre Performance from the University of California at Irvine. She received her MA and PhD from NYU Steinhardt.