159
Views
0
CrossRef citations to date
0
Altmetric
Research Article

(Re)constructing a Border Pedagogy: Centering the Borderlands in Latinx Teacher Education

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Agarwal, K. L. (2019). Texas revises history education, again: How a “good faith” process became political. Perspectives on History, January 11, 2019, https://www.historians.org/publications-and-directories/perspectives-on-history/january-2019/texas-revises-history-education-again-how-a-good-faith-process-became-political
  • Anzaldúa, G. (2007). Borderlands/La Frontera: The new mestiza (3rd ed.). Aunt Lute Books.
  • Aquino-Sterling, C., & Rodríguez-Valls, F. (2016). Developing teaching-specific Spanish competencies in bilingual teacher education: Toward a culturally, linguistically, and professionally relevant approach. Multicultural Perspectives, 18(2), 73–81. https://doi.org/10.1080/15210960.2016.1152894
  • Bartolomé, L., & Balderrama, M. (2001). The need for educators with political and ideological clarity: Providing our children with ‘the best. In M. Reyes & J. Halcón (Eds.), The best for our children: Critical perspectives on literacy for Latino students. Teachers College Press, 48–64.
  • Brayboy, B. M. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425–446. https://doi.org/10.1007/s11256-005-0018-y
  • Castagno, A. E. (2012). “They prepared me to be a teacher, but not a culturally responsive Navajo teacher for Navajo kids”: A tribal critical race theory analysis of an indigenous teacher preparation program. Journal of American Indian Education, 51(1), 3–21.
  • Cervantes-Soon, C. G. (2018). Using a Xicana feminist framework in bilingual teacher preparation: Toward an anticolonial path. The Urban Review, 50(5), 857–888. https://doi.org/10.1007/s11256-018-0478-5
  • Cervantes-Soon, C., & Carrillo, J. F. (2016). Toward a pedagogy of border thinking: Building on Latin@ students’ subaltern knowledge. The High School Journal, 99(4), 282–301. https://doi.org/10.1353/hsj.2016.0016
  • Cramblet Alvarez, L. D., Beeton, R. P., Saenz, C. N., & Schell, L. A. (2021). Redesigning the HSI curricular experience: Moving from Hispanic enrolling to Hispanic serving. Journal of Latinos and Education, 1–10. https://doi.org/10.1080/15348431.2021.1998900
  • Dixson, A. D., & Ladson-Billings, G. (2017). Harambee: Pulling it all together. Teachers College Record, 117(1), 1–6. https://doi.org/10.1177/016146811511701408
  • Elenes, C. A. (2021). Autoethnographic reflexion: Chicana feminist border/transformative pedagogies and human rights education. Journal of Latinos and Education, 1–14. https://doi.org/10.1080/15348431.2021.1938070
  • Fránquiz, M. E., Avila, A., Ayala Lewis, B., Saavedra, C., & Pérez, M. (2013). Engaging bilingual students in sustained literature study in central Texas. Journal of Latino/Latin American Studies, 5(3), 142–155. https://doi.org/10.18085/llas.5.3.e13g5462g7341x05
  • Freire, P. (1998). Teachers as cultural workers: Letters to those who dare teach. Westview Press.
  • Freire, P. (2013). Education for critical consciousness. Bloomsbury Academic.
  • Gallard Martínez, A. J., Pitts, W. B., Brkich, K. M., & de Robles, S. L. R. (2018). How does one recognize contextual mitigating factors (CMFs) as a basis to understand and arrive at better approaches to research designs? Cultural Studies of Science Education, 15(2), 545–567. https://doi.org/10.1007/s11422-018-9872-2
  • García, G. A. (2018). Decolonizing Hispanic-serving institutions: A framework for organizing. Journal of Hispanic Higher Education, 17(2), 132–147. https://doi.org/10.1177/1538192717734289
  • Giroux, H. A. (1991). Democracy and the discourse of cultural difference: Towards a politics of border pedagogy. British Journal of Sociology of Education, 12(4), 501–519. https://doi.org/10.1080/0142569910120406
  • Gonzalez, G. (1999). Segregation and the education of Mexican children: 1900-1940. In J. F. Moreno (Ed.), The elusive quest for equality: 150 years of Chicano/Chicana education (pp. 53–76). Harvard Educational Review.
  • Guajardo, M. A., & Guajardo, F. J. (2004). The impact of brown on the brown of South Texas: A micropolitical perspective on the education of Mexican Americans in a South Texas community. American Educational Research Journal, 41(3), 501–526. https://doi.org/10.3102/00028312041003501
  • Hinton, K. A., Ostorga, A. N., & Zúñiga, C. E. (2021). Synthesizing theoretical, qualitative, and quantitative research: Metasynthesis as a methodology for education. In C. E. Matias (Ed.), The handbook of critical theoretical research methods in education (pp. 142–160). Routledge.
  • Hodge, S. (2011). Learning to manage: Transformative outcomes of competency-based training. Australian Journal of Adult Learning, 51(3), 498–517.
  • Hughes, C. A. (2003). What teacher education programs can learn from successful Mexican-descent students. Bilingual Research Journal, 27(2), 225–244. https://doi.org/10.1080/15235882.2003.10162804
  • Kornacki, G. (2020). Transformational Learning Theory and Service-Learning Projects: Impact on Teacher Candidates’ Perceptions of Teaching In-Risk Youth. In Handbook of Research on Leadership Experience for Academic Direction (LEAD). Programs for Student Success. IGI Global. 10.4018/978-1-7998-2430-5.ch018
  • Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory in education. Teachers College Record, 97(1), 47–68. https://doi.org/10.1177/016146819509700104
  • McGee, K. (2021, June 15). Texas “critical race theory” bill limiting teaching of current events signed into law. The Texas Tribune. https://www.texastribune.org/2021/06/15/abbott-critical-race-theory-law/
  • Mezirow, J. On critical reflection. (1998). Adult Education Quarterly, 48(3), 185–198. (a). https://doi.org/10.1177/074171369804800305
  • Mignolo, W. D. (2000). Local histories/global designs: Coloniality, subaltern knowledge, and border thinking. Princeton University Press.
  • Nájera, J. R. (2015). The borderlands of race: Mexican segregation in a South Texas town. University of Texas Press.
  • National Academies of Sciences, Engineering, and Medicine. (2019). Monitoring educational equity. The National Academies Press. https://doi.org/10.17226/25389
  • National Center for Education Statistics, (2020). https://nces.ed.gov/programs/coe/indicator/clr
  • Ostorga, A. N., Zúñiga, C. E., & Hinton, K. A. (2020). Bilingual teacher educators at an HSI: A border pedagogy for Latinx teacher development. In J. M. Schall, P. A. McHatton, & E. L. Saénz (Eds.), Implications of a Hispanic serving designation for a college of education: Identity, practice, and educator preparation (pp. 137–155). Routledge.
  • Palmer, D. K., Cervantes-Soon, C., Dorner, L., & Heiman, D. (2019). Bilingualism, biliteracy, biculturalism, and critical consciousness for all: Proposing a fourth fundamental goal for two-way dual language education. Theory into Practice, 58(2), 121–133. https://doi.org/10.1080/00405841.2019.1569376
  • Paris, D., & Alim, S. H. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
  • RGV Focus. (2019). Teacher landscape data unpublished.
  • Richardson, C., & Pisani, M. (2017). Batos, bolillos, pochos, and pelados: Class & culture on the South Texas border. University of Texas Press.
  • Sandelowski, M., & Barroso, J. (2006). Handbook for synthesizing qualitative research. Springer Publishing Company.
  • San Miguel, G., & Valencia, R. (1998). From the Treaty of Guadalupe Hidalgo to Hopwood: The educational plight and struggle of Mexican Americans in the southwest. Harvard Educational Review, 68(3), 353–413. https://doi.org/10.17763/haer.68.3.k01tu242340242u1
  • Schall, J. M., McHatton, P. A., & Sáenz, E. L. (2020). Teacher education at Hispanic-serving institutions: Exploring identity, practice, and culture. Routledge.
  • Solorzano, D. G., & Yosso, T. J. (2001a). Critical race and LatCrit theory and method: Counter-storytelling. International Journal of Qualitative Studies in Education, 14(4), 471–495. https://doi.org/10.1080/09518390110063365
  • Solorzano, D. G., & Yosso, T. J. (2001b). From racial stereotyping and deficit discourse toward a critical race theory in education. Multicultural Education, 9(1).
  • Varghese, M. M. (2006). Bilingual teachers-in-the-making in Urbantown. Journal of Multilingual and Multicultural Development, 27(3), 211–224.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.