Virtual Exchange in Teacher Preparation: Identifying and Disrupting Dangerous Narratives about the Middle East and North Africa Region
DOI:
https://doi.org/10.36366/frontiers.v36i2.932Keywords:
American Midwest, contact hypothesis, MENA region, teacher preparation, virtual exchangeAbstract
This study investigated the impact of virtual exchange on disrupting dangerous narratives about the Middle East and North Africa (MENA) region among pre-service elementary teachers in the Midwestern region of the United States. The virtual exchange program provided direct interaction with teacher candidates in Morocco. Analysis of pre- and post-exchange memos revealed a significant shift from negative narratives to positive, generalized perceptions of the MENA region. While the shift towards positive generalizations represents progress, it also emphasizes the need for nuanced understanding and ongoing engagement. After participating in the exchange, pre-service teachers also communicated a strong desire to teach about the world and its people. This study highlights the possibilities of virtual exchange as a tool for preparing future educators who have been influenced by post-9/11 educational and media narratives. It advocates for the integration of virtual exchange as a mainstream approach to foster teaching for global understanding among teacher candidates.
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