Citation/Abstract

This study derived from experiences in education programmes in diverse cultural locations ranging from South West Pacific to Central America and finally in Lesotho, Southern Africa. The aim is to find the implications of what is known as insider-outsider interaction. Insider represents peoples who socialized in their native non-Western cultural milieu. Outsider is ascribed to those from the West who bring programmes into non-Western countries. The subjects central to this study were a group of teacher trainers from Lesotho on Fellowships tenable in Institutions of Higher Education in Ireland. This cultural mix presents students from Lesotho as insiders and the natives from the host country as outsiders . The investigation looks firstly at the relevant literature pertaining to culturally responsive education. Relevant concepts explored are Culture and Intercultural Education and Intervention to illuminate the inherent meanings in cross-cultural engagement. Fieldwork was conducted on sites in Ireland and Lesotho using a qualitative and quantitative methodology and triangulation methods including the emic-etic method. To ensure freedom from outsider influence data were obtained from the Basotho (people of Lesotho) by employing the Within Group Method. The main findings suggest that for cultural congruence teacher preparation to teach in the home country is best pursued in that country. Limitations of the study were acknowledged and opportunities for a more integrated approach identified.