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

Authors

• Christian E. Zúñiga, The University of Texas Rio Grande ValleyFollow
• Alcione N. Ostorga, The University of Texas Rio Grande ValleyFollow
• Kip Austin Hinton, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

5-2024

Abstract

As teacher educators on the U.S.-Mexico borderlands, our goal is to (re)conceptualize a pedagogical approach for bilingual teacher development informed by teacher education research in the borderlands and anchored in the myriad of historical, sociopolitical, cultural, and linguistic realities of the U.S.-Mexico borderlands – a border pedagogy. Our (re)conceptualization is based on a metasynthesis of bilingual teacher education research from the four U.S.-Mexico border states and additionally draws from critical race theory in education and border theory scholarship to examine the geopolitical context of the borderlands as impacted by colonization and whiteness. Principles for (bilingual) teacher development and design are discussed.

Comments

© 2023 Taylor & Francis Group, LLC

Recommended Citation

Zúñiga, C. E., Ostorga, A. N., & Hinton, K. A. (2024). (Re) constructing a Border Pedagogy: Centering the Borderlands in Latinx Teacher Education. Journal of Latinos and Education, 23(3), 924-932. https://doi.org/10.1080/15348431.2023.2206484

Publication Title

Journal of Latinos and Education

DOI

10.1080/15348431.2023.2206484