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Abstract

This manuscript describes the ongoing professional development project that involves educators from Belize and the United States. I argue that sustainable change within transnational and transcultural professional development is most effective when it involves Freirean-like dialogue, sharing life stories and sharing lifeworlds. I also explain how intentionally enacting Freirean-like dialogue, sharing life stories, and sharing lifeworlds, led to key changes in the professional identities and practices of all participants including my Belizean colleagues as well as members of Belize Education Project in the United States. Finally, I discuss the effects of changed relationships, identities, and practices on pedagogy and student outcomes in Belizean classrooms.

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