March 20, 2026
Following my participation in the Forum on Education Abroad Annual Conference in Nashville last week, I have been reflecting on what stayed with me most.
What comes to mind is the pedagogy of care.
For me, the pedagogy of care is not an abstract concept; it is something deeply tangible. It is the intentional creation of spaces where people feel safe, valued, and intellectually respected. Spaces where individuals can voice concerns, share uncertainties, and engage with complex issues without fear of dismissal or ridicule.
It is also about cultivating environments grounded in respect, tolerance, acceptance, and appreciation not only for ideas, but for people themselves.
At this year's conference, I found myself in such a space.
As a Cameroonian woman with a Francophone background, leading a study abroad program outside the United States, I entered what was, in many ways, a new linguistic, cultural, and professional environment. These are not spaces I inhabit regularly.
And yet, I felt welcomed, seen, and valued.
I encountered colleagues, collaborators, and partners with whom I could exchange ideas openly, reflect critically, and build meaningful connections. We shared conversations, challenged assumptions, and engaged honestly with the pressing questions shaping international education today.
What also stood out was the remarkable quality of the presentations. Sessions were not only well-structured and intellectually rigorous, but also deeply engaged with practice. Presenters brought clarity, critical insight, and reflexivity, while remaining attentive to the human dimensions of our work. The balance between theory and lived experience was particularly striking.
This reinforced for me that a pedagogy of care is not only about how we welcome and interact, but also about how we teach, present, and share knowledge intentionally, with humility, and with respect for diverse perspectives.
What ultimately stayed with me was not only the intellectual rigor of the space but its human dimension, the ability to connect, to listen, and to recognize each other beyond institutional roles.
This is what I call a space of excellence in the pedagogy of care.
In a field like education abroad where we ask students to navigate discomfort, difference, and transformation, it is essential that we, as practitioners, model the very environments we hope to create.
The Forum did just that this year.
And that is something worth naming and applauding.