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Drawing upon investigaciones etnográficas with two sets of young transborder children viviendo y aprendiendo in México and the United States, en este artículo we draw upon decolonizing approaches to theorize critical consciousness formation for and with young children. Through careful attention to how children recognize inequity, critique it, and engage in a range of actions to counteract it, argumentamos que los niñes jóvenes ya están formando sus propios aspectos de la conciencia crítica. In our discussion, we highlight como esta forma auténtica de problem-posing education largely unfolds a través de dialogos con sus papas and call for pedagogies to engage and extend transborder students’ critical consciousness in escuelas primarias.


© 2023.

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Bilingual Review/Revista Bilingüe

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Education Commons



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