International partnership on the American continent: U.S. Educators and students working with children and teachers in Bolivia.

In an effort to prepare future educators to function effectively through interdependence in the global community, teacher education programs provide students and faculty members with experiences that foster the development of intercultural understanding (Cushner, MacClelland, & Safford, 2006). In accordance with this effort, one of the goals for the ACEI International/Intercultural Committee is to plan/implement activities of international/intercultural concern to members. This article reports on an international educational partnership developed by the senior author of this article between her native country, Bolivia, and the United States. This international and intercultural partnership was established to provide U.S. and Bolivian teachers and educators with experiences in a variety of culturally diverse educational settings. Participating educators from these two countries hope to develop intercultural sensitivity and knowledge through a collaboration that includes exchanging information about their educational systems, philosophies, and pedagogical practices.

Bolivian Educational Reform: The Background for the Partnership

Bolivia is a country of approximately 8 million people, including 55 percent indigenous people and 30 percent mestizo; the remaining inhabitants are of European, mainly Spanish, descent. The county's official languages are Spanish and two indigenous languages, Quechua and Aymara. Up until 1994, the Bolivian educational system was a marginal subject under the absolute administration of professionals related to areas other than education. In 1994, educational law 1565 passed, which was intended to reform the entire educational system by interweaving the critical concept of education for sustainable development to respond to the needs and interests of Bolivia's native population. Thus, law 1565 redirected the educational system by making education a public agenda, and education became a priority of the new national government and international agencies. It was recognized that for education in Bolivia to be effective, it is critical that education be considered of national importance and that the society be celebrated as multiethnic, pluralistic, multireligious, and multilingual (Ministry of Education, Culture, and Sports, 2005).

Partnership Between Educators of the Two Countries

Based on her experience at schools both in Bolivia and the United States, the senior author initiated a partnership between U.S. teacher educators and Bolivian teachers. The first step was to explore those areas in which exchanging ideas and experiences seemed to facilitate education in both countries. The following topics were first recommended, and then designed as workshops: teaching English as a second language, differentiated instruction in multicultural settings, and infusing content standards through culturally appropriate practices. Teacher educators, including several ACEI members, were able to travel to Bolivia and establish intercultural relationships to discuss the above-mentioned topics. Twice a year, these meetings provide opportunities beyond presenting ready-made approaches and strategies--lively professional discussions are accompanied by a sequence of intercultural activities (Spindler & Spindler, 1994).

Partnership Between U.S. Students and Bolivian Educators

To extend this emerging international collaboration, U.S. college students majoring in education have been invited to participate. One of their goals is to gain better insights into education issues outside the United States. The first stage of this experience requires students to find a teacher in Bolivia and establish an electronic pen pal relationship. Though this early communication stage, the student and teacher become acquainted with each other and share pedagogical practices. The second stage requires them to discuss and design class activities, appropriate for children's needs, interests, and cultural and linguistic backgrounds, that the college student will implement once the trip takes place. The third stage is the on-site meeting and collaboration with a teacher in a Bolivian school. The final stage is a reflection session, during which both parties discuss their possible transformation related to international education.

Future Steps/Conclusions

We hope to be able to expand this project to other South American countries and for longer periods of time. A natural extension would be to create a global internship program that enables students and teachers from a variety of countries to develop intercultural and international awareness and competencies related to education.

References

Cushner, K., McClelland, A., & Safford, P. (2006). Human diversity in education. Boston: McGraw-Hill.

Ministry of Education, Culture, and Sports. Ley de reforma educativa. Retrieved November 5, 2005, from www.filosofia. org/mfa/fabo994a.htm.

Spindler, G., & Spindler, L. (1994). Pathways to cultural awareness: Cultural therapy with teachers and students. Thousand Oaks, CA: Corwin Press.

--Lizzie Gonzales and Tunde Szecsi, International/Intercultural Committee