Centering the testimonios of two sets of transborder high school seniors living and learning in Mexico and the U.S., in this article, we draw upon decolonizing approaches to theorize critical consciousness formation for and with students from families with mixed documentation status who cross physical and metaphorical borders. Data come from two larger qualitative studies on immigration and education and demonstrate how young people recognize inequity, critique it, and engage in a range of actions to counteract it. We argue that border-crossing youth draw upon personal experiences to critique and take action to change oppressive realities. We extend critical consciousness scholarship by bringing unique attention to the role of undocumentedness in critical consciousness formation.
Gallo, S., & Adams Corral, M. (2023). Documentation Status and Youth’s Critical Consciousness across Borders. Social Sciences, 12(4), 247. http://dx.doi.org/10.3390/socsci12040247
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.