[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-603246-en":59,"doc-seo-603246-105":80},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":41},603246,962090895452,"moss~","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Border Pedagogy - A Study of Preservice Teacher Transformation","Explores how a teacher education program cultivates “border pedagogy” as multicultural competency for future teachers. Argues that border thinking—crossings, connections, self-positioning, and articulating social-justice visions—supports civic engagement and moves beyond stereotyping and the tourist gaze. Analyzes the Mexico–United States border as a site where languages, cultures, identities, economies, and education intersect, shaping K–12 learners’ experiences and instructional needs.","Border Pedagogy: AStudy of Preservice Teacher Transformation  \nby Jaime J. Romo and Claudia Chavez  \nAbstract  \nIn our increasingly interconnected global society, learning to think about ourselves in a border context, making crossings and connections, reflecting on our position and power, and articulating a vision of social justice are necessary civic skills. Developing educational border crossers who have moved beyond stereotyping and the tourist’s gaze to have a sensibility for social justice can enrich public life and stimulate the deepest forms of civic engagement. This study examines a teacher education program’s nascent efforts to develop multicultural competencies, specifically border pedagogy, in future teachers.  \nThe geopolitical border between Mexico and the United States represents the beginnings, endings, and blending of languages, cultures, communities, and countries. It also reflects the complexity, juxtaposition, and intersection of identities, economies, and social and educational issues. K–12 students, particularly in border regions, represent families that are voluntary immigrants as well as involuntary minorities (Ogbu and Gibson 1991; Trueba 1993). According to Huntington (2004, 1), there is a distinctly strong sentiment against those who cross the Mexican-U.S. border.  \nThe persistent inflow of Hispanic immigrants threatens to divide the United States into two peoples, two cultures, and two languages. Unlike past immigrant groups, Mexicans and other Latinos have not assimilated into mainstream U.S. culture, forming instead their own political and linguistic enclaves—from Los Angeles to Miami—and rejecting the Anglo-Protestant values that built the American dream. The United States ignores this challenge at its peril.  \n142  \nResearch Reports  \nSuch sentiment does not develop in a vacuum. Scholars, textbooks, and media from advertisements to television news promote a national chauvinism and parochialism that divides rather than joins border communities (Giroux and McLaren 1994) . Though the authors believe that Huntington’s (2004) view misrepresents the integration and complexity around the Mexican-U.S. border, even in border communities such as San Diego, which is located minutes away from Tijuana, Mexico, the curriculum and language used are focused on European-American students from middle-class families, promoting conformity to dominant cultural codes and practices (Giroux and McLaren 1994; Romo and Roseman 2004) . Subsequently, issues of racial identity, development, language acquisition, socioeconomic status, and cultural competency often collide when increasingly diverse K–12 student bodies meet with predominantly monocultural teachers, curriculum, and pedagogy.  \nA positive pedagogical approach to border pedagogy has not been defined in educational policy or teacher preparation programs. However, theorists in cultural studies and composition have used negotiation for describing how people might work, live, learn, and teach within a socioculturally complex region, such as a border region. In other words, knowledge and culture are not static, pure, or congealed. In fact, the fluidity of the border region challenges educators to rethink linguistic, social, theoretical, and geopolitical boundaries (Hernandez 1997) .  \nMost discussions of border pedagogy have been confined to higher education and theoretical paradigms. These discussions have criticized traditional teaching and learning approaches and offered positive alternatives, such as the politics of difference literature (comparing male/female, white/black, west/east), as a way to understand sociocultural domination (Cook 2000) . Consequently, educational criticism has been isolated in classrooms and journals so that it has had little impact on culture or organization.  \nAs Giroux (1991, 28) noted, border pedagogy works to “further create borderlandsin which the diverse cultural resources allow for the fashioning of new identities within existing c","cbCail0X6vW9T5vc","https://ap.wps.com/l/cbCail0X6vW9T5vc","pdf",292989,12,"English","en",105,"# Abstract\n## Border context and civic skills\n## Teacher preparation and multicultural competence\n## Cultural democracy quadrants and pedagogy framework","[{\"question\":\"What is the focus of the study described in the abstract?\",\"answer\":\"The study examines a teacher education program’s efforts to develop multicultural competencies in future teachers, specifically border pedagogy.\"},{\"question\":\"Why does the document emphasize “border context” as necessary for learning?\",\"answer\":\"It links border-based thinking with civic skills such as reflecting on one’s position and power, making crossings and connections, and articulating a vision of social justice.\"},{\"question\":\"How does the document connect border pedagogy to education at the K–12 level?\",\"answer\":\"It presents border pedagogy as teaching critical thinking, debating power and meaning, fostering tolerance and openness, and helping students construct narratives and histories through sociocultural negotiation.\"}]","Border Pedagogy - A Study of Preservice Teacher Transformation | PDF",1792095961,{"code":4,"msg":81,"data":82},"ok",{"site_id":75,"language":74,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"border-pedagogy-a-study-of-preservice-teacher-transformation","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/border-pedagogy-a-study-of-preservice-teacher-transformation/603246/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":74,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/border-pedagogy-a-study-of-preservice-teacher-transformation/603246.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":8},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What is the focus of the study described in the abstract?","Question",{"text":128,"@type":129},"The study examines a teacher education program’s efforts to develop multicultural competencies in future teachers, specifically border pedagogy.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"Why does the document emphasize “border context” as necessary for learning?",{"text":133,"@type":129},"It links border-based thinking with civic skills such as reflecting on one’s position and power, making crossings and connections, and articulating a vision of social justice.",{"name":135,"@type":126,"acceptedAnswer":136},"How does the document connect border pedagogy to education at the K–12 level?",{"text":137,"@type":129},"It presents border pedagogy as teaching critical thinking, debating power and meaning, fostering tolerance and openness, and helping students construct narratives and histories through sociocultural negotiation.","https://schema.org",{"og:url":100,"og:type":140,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":142,"canonical":100},"index,follow",{"doc_id":61,"site_id":75},1792122465]