ABSTRACT
Culturally foreign teachers (CFTs), otherwise known as expatriate or supply teachers, are in a unique position. They are often among the highest quality teachers a nation produces. Cultural Competence Training (CCT) is an intervention with great promise for positively effecting disparities in education quality, especially for CFTs. The purpose of CCT is to provide an inclusive, high-quality education. Cultural competence may be generally defined as a set of skills and behaviors that enable educators to work effectively within the cultural context of students and their families. Cultural experience and travel is an important incentive for CFTs. This chapter argues for a combined approach that acknowledges the need for some familiarity with local cultural knowledge while emphasizing experiences that target teacher's core assumptions about diversity, which can be transferred to any community or individual family served. The inclusive approach to CCT acknowledges the impossibility of educating oneself about every possible culture that may be encountered.
