AAACE 2021 Annual Conference

culture, professional learning, adult education

Across cultures people have different ways of communicating, interacting, and learning. Consequently, learning may not occur without understanding the role culturep lays on organizing and facilitating training events. This presentation examines the extent to which culture influences the facilitation of professional learning among school principals in two West African countries.

Scholars who have focused on PK-12 education have examined the importance of considering learners’ cultures to improve teaching, learning, and well-being with culturally responsive pedagogy and teaching or culturally sustaining pedagogies (Gay, 2013; Hammond, 2015; Ladson-Billings, 2005; Lucas & Villegas, 2002, Paris & Alim, 2017). In adult education, several authors have affirmed a relationship between cultural factors and teaching and learning (Caffarella & Daffron, 2013; Closson, 2013; Raver & Van Dyne, 2017; Yang et al., 2009). However, there are a limited number of qualitative studies examining the role national cultures play in facilitating adult learning in general (Caffarella & Daffron; 2013; Closson, 2013; Yang et al., 2009) and in the African context in particular (Silver, 2000). This study aims to fill the knowledge gap by empirically and longitudinally examining the extent to which leadership training facilitators adapted their work to the national culture in West Africa. If facilitators and practitioners understood how their national cultures influence teaching, they would adapt and adjust their practices to the national cultures they serve to improve learning outcomes. I will the lessons learned in Africa related to culture and share a model that will help training organizers and facilitators provide culturally proficient professional learning.