In this essay, Joanna Dreby, Sarah Gallo, Florencia Silveira, and Melissa Adams-Corral use a transnational frame to explore the meanings of US citizenship for binational children and its importance to experiences of belonging. Drawing on interviews with children ages six to fourteen living with their Mexican-born parents in rural Puebla, their analysis shows that children view US citizenship as signaling their social location in a historically based migratory system and that the meaning of this social location on children’s daily lives differs given their transnational experiences, specifically the extent of US schooling they received. Migration thus engenders understanding of power and privilege among young children and influences how they negotiate among their peers. The authors argue that young children may exhibit “critical postures” arising from their migratory experiences. They conclude that schools on both sides of the border can view migrant children’s experiences and critical perspectives as assets that may provide more flexible spaces for learning and belonging.

Drawing from an ethnography with mixed-status families residing in Mexico, we examine what we term transborder literacies of (in)visibility, or diasporic people's innovative interactions around texts that prepare them to move across incompatible mononational institutions divided by borders. Through close attention to the literacy practices families engaged in as they applied for their children's U.S. passports from Mexico, we demonstrate how these literacies were not just about expanding authentic ways of reading and writing to include both U.S. and Mexican ways, but instead required unique transborder literacies across mutually unintelligible, racializing mononational systems so that children could (re)access their rights on both sides of the border. We argue that recognizing families’ complex transborder literacy practices of (in)visibility could offer a novel anti-oppressive lens to transform how educators make sense of the complexity of immigrant families’ literacies, movements, and educational supports across borders and national schooling systems.

Pause before responding—the “wrong way" to add might just be right.

Centering the testimonios of two sets of transborder high school seniors living and learning in Mexico and the U.S., in this article, we draw upon decolonizing approaches to theorize critical consciousness formation for and with students from families with mixed documentation status who cross physical and metaphorical borders. Data come from two larger qualitative studies on immigration and education and demonstrate how young people recognize inequity, critique it, and engage in a range of actions to counteract it. We argue that border-crossing youth draw upon personal experiences to critique and take action to change oppressive realities. We extend critical consciousness scholarship by bringing unique attention to the role of undocumentedness in critical consciousness formation.

This study contributes to efforts to characterize teaching that is responsive to children’s mathematical ideas and linguistic repertoire. Building on translanguaging, defined in this article as a pedagogical practice that facilitates students’ expression of their understanding using their own language practices, and on the literature surrounding children’s mathematical thinking, we present an example of a one-onone interview and of the circulating portion of a mathematics class from a secondgrade classroom. We use these examples to foreground instructional practices, forresearchers and practitioners, that highlight a shift from a simplified view of conveying mathematics as instruction in symbology and formal manipulation to a more academically ample discussion of perspectives that investigate critically both mathematical concepts and their modes of transmission, which involve language practices, that are crucial for educating bilingual children.