Becoming a Border Pedagogy Educator: Rooting Practice in Paradox

Autor/in	Garza, Elizabeth
Titel	Becoming a Border Pedagogy Educator: Rooting Practice in Paradox
Quelle	In: Multicultural Education, 15 (2007) 1, S.2-7 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Preservice Teacher Education; Foreign Countries; Justice; Teaching Methods; Multicultural Education; Culturally Relevant Education; Equal Education; Educational Policy; Student Diversity; Cultural Pluralism; Teacher Collaboration; Spanish Speaking; Mexicans; Hispanic American Students; Bilingualism; Bilingual Students; Mexico; United States + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Ausland; Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; Politics of education; Bildungspolitik; Kulturpluralismus; Lehrerkooperation; Mexikaner; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingualismus; Mexiko; USA
Abstract	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. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Blvd, PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10