The purpose of this paper is to examine the influence of the study abroad experience on teachers’ perceptions about diversity and inclusion at schools. It examines how these teachers are minoritized as outsiders who bring in unnecessary challenges to schools. As a theoretical framework, this research adopted Functional Context Theory of Learning (Sticht, 1975). The theory regards learning as information processing, in which the learners actively look for information and use it to construct a meaningful interpretation of the world. These interpretations lead to the knowledge base, with which learners further interpretate new incoming information. In this research, the study abroad program, that are intended to build a global view, is predicted to change teachers’ way of processing information. Consequently, the teachers with study abroad experiences are hypothesized to have unique perspectives on the issues and challenges that schools are facing, including the diversity and inclusion issue. In terms of methodology, in-service teachers in Japan who had participated in a four-week study abroad programme as part of their teacher education training programme between 2015 and 2020 were invited to complete a survey and follow-up interview. The survey and interviews focused on the participants' perceptions of diversity and inclusion issues in schools, as well as how they believed their views on these issues were treated among teachers. As can be seen from the results, the returning teachers who took part in the study reported that they had experienced a unique struggle. Although they can see an alternative way of practicing inclusion at schools, they do not necessarily know an effective way to make changes in the current school culture. While they care about diversity and inclusion of students and teachers, they also feel their need to fit in to the current teachers’ culture by acting as if they care more about uniformity.

Sticht, T. (1975). Reading for working: A functional literacy anthology. Alexandria: Human Resources Research Organization.