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Redefining Teaching Competence through Immersive Programs pp 207–233Cite as

Palgrave Macmillan

Decolonizing Identities of Teachers of Color Through Study Abroad: Dreaming Beyond Assumptions, Toward Embracing Transnational Ways of Knowing

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Abstract

Teacher education study abroad is often designed to provide unique spaces for personal transformation. Usually, the (unspoken) default audience for these programs is Whites, who comprise about 80% of the teacher workforce in the U.S. This chapter, however, explores how a Mexico-based study abroad program—one that engages indigenous knowledge while partnering with a Freirian language school—helps decolonize the identities of teachers of color. Through the self-reflections of two study abroad participants of color, the article explores the program’s beginning decolonization, undoing the historic subjugation of certain forms of knowledge. We see how the two former participants of color, in their own words, explored their journeys and applied wisdoms of practice in teaching English learners as a result.

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Author information

Authors and Affiliations

  1. Georgia State University, Atlanta, GA, USA

    Sue Kasun, Ethan Tinh Trinh & Brittney Caldwell

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  1. Sue Kasun
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  2. Ethan Tinh Trinh
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  3. Brittney Caldwell
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Correspondence to Sue Kasun .

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Editors and Affiliations

  1. Pennsylvania State University, Brandywine, Media, PA, USA

    Daniela Martin

  2. Pennsylvania State University, University Park, PA, USA

    Elizabeth Smolcic

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Kasun, S., Trinh, E.T., Caldwell, B. (2019). Decolonizing Identities of Teachers of Color Through Study Abroad: Dreaming Beyond Assumptions, Toward Embracing Transnational Ways of Knowing. In: Martin, D., Smolcic, E. (eds) Redefining Teaching Competence through Immersive Programs. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-24788-1_8

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  • DOI: https://doi.org/10.1007/978-3-030-24788-1_8

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