ABSTRACT
Through the lens of Andreotti et al.’s (2018) HEADSUP framework, authors Williams-Gualandi, Hepler, Rogers-Adkinson, and Retamales discuss and critique the role their own institutions’ teacher training placement programs play in developing teacher candidates’ global citizenship. Their dialogue leads to the uncomfortable acknowledgment that unexamined programs may result in the perpetuation of Western-centric views and the reinforcement of dominant social scripts. The need to embed the concepts of situatedness and criticality in pre-departure programs and include the voices and views of school and community hosts are highlighted.
