This case study explored how teachers who practice in the border region of San Diego and Tijuana implemented the professional development skills modeled for them in the Border Pedagogy Institute. Participants in this study educated Transnational Latino Immigrant students (TLI) on both sides of the border. An analysis of interviews of educators from both sides of the US/Mexican border revealed the transformation of educators and their practice influenced by professional development shaped by critical pedagogy applied to the border region, Border Pedagogy. A unique forum to address common educational issues related to educating borderland students, Border Pedagogy events provided teachers with multiple opportunities to converse about issues related to educating TLI students. Results of this case study highlighted differences and similarities in the systems on either side of the border, the unique needs of TLI students, concerns about standardized testing in a second language, sensitivity to the culture of students, the importance of using primary language support, and the value of face to face conversations to build relationships between teachers on both sides of the border. Mutual respect and understanding of each other's work was developed, cross border teaching and implementation of the modeled strategies occurred, and a commitment was made by participants to change current instructional practice to better serve TLI students.
This study also created additional questions that could serve as the focus of future studies in the borderlands between Mexico and the United States, specifically in the Tijuana/ San Diego region.
|Commitee:||Garza, Elizabeth, Hofstetter, Carolyn H.|
|School:||University of California, San Diego and California State University, San Marcos|
|School Location:||United States -- California|
|Source:||DAI-A 72/10, Dissertation Abstracts International|
|Subjects:||Educational leadership, Pedagogy, Teacher education, Hispanic American studies|
|Keywords:||Border Pedagogy Initiative, Borderlands, California, Critical pedagoy, Educational systems, Face-to-face conversation, Latino, Mexico, Transnational Latino immigrant students|
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