Our initial database contained more than 40 teachers (and has since grown to 59), but we decided to do a maximum of 25 interviews so that there was sufficient time for each conversation to be in-depth.
The first categorical distinction we made was between professors and trainers who lead workshops. When we use the term “professor” in this report, we are referring to instructors who teach material which is part of an established course of study. The professors included in this study have an ongoing teaching relationship at an academic institution, whether or not they are part of the permanent faculty. These professors also usually live in the country in which they teach.
Trainers operate with a different model: their courses may be outside of the curriculum (rather than integrated into required courses), they tend to be globetrotters, and they don’t necessarily live in the country of the institution at which they teach. Their “nomadism” puts these trainers and their workshops into a separate category which deserves to be studied in a future research project. We attempted to make sure that there was balance as well as diversity in this study. First, regarding gender balance, 56% of those interviewed were female. The second area in which we wanted to maintain balance was the geographic distribution of the professors interviewed. In Spain, we identified almost a dozen professors, but in other countries the list of potential interviewees was much shorter. For this reason, we established a limit of four teachers per country with the intention of including at least one person from Central America and one from the Caribbean. The final list was dominated by Spain with four professors; followed by Argentina, Peru, and Chile, with three apiece; Uruguay and Mexico with two; and Bolivia, Brazil, Colombia, Costa Rica, Ecuador, Puerto Rico, the United States, and Venezuela with one professor each.