Abstract
Latinos in U.S.–Mexican borderlands encounter language barriers and clashing cultures. If this decade is to become one of transformation, it must grapple with the uncomfortable realities of Latino students and other minorities of color. This article delineates the theoretical perspectives of the Nepantlera pedagogy, a pedagogy with an emphasis on social justice and human dignity. Paulo CitationFreire's ( Citation2000) conscientization, CitationGloria Anzaldúa's (1999, Citation2002) path of conocimientos and concept of Nepantla, and CitationMikhail Bakhtin's (1981) concepts of dialogism and ideological becoming frame this pedagogical pathway through praxis, identity formation, border epistemologies, language diversity, dialogue, and critical education.