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ERIC Number: EJ780587
Record Type: Journal
Publication Date: 2007
Pages: 6
Abstractor: ERIC
Reference Count: 15
ISSN: ISSN-1068-3844
Becoming a Border Pedagogy Educator: Rooting Practice in Paradox
Garza, Elizabeth
Multicultural Education, v15 n1 p2-7 Fall 2007
Reflecting on her experiences as an educator over the past four years, the author realizes that the Center for the Study of Border Pedagogy (Bord Pedagogy) has profoundly shaped her vision for education, significantly changed her instructional practice, and effectively focused her efforts for social justice and equity in multicultural schools. During her first year as a professor of education, she joined Border Pedagogy's group of visionary educators from schools on both sides of the U.S./Mexico border to cross the physical and conceptual boundaries that structure the language, policy, and practice of education in the region. Border pedagogy is defined as a set of multifaceted, complex, and interactive factors; educational policies; curriculum; instructional practices; and a knowledge base that educators need to consider to increase the academic achievement of diverse students in the border region. The center's director Zee Cline and Juan Necochea started Border Pedagogy with the conviction that "something powerful could happen by bringing teachers from both sides of the border together to sit down and talk to each other." The bi-national, bicultural, and bilingual round table conversations at the heart of Border Pedagogy events have proven extremely powerful, and in this article the author describes how they have impacted her as an educator and a professor.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico; United States