Recasting Border Crossing Politics and Pedagogies to Combat Educational Inequity: Experiences, Identities, and Perceptions of Latino/a Immigrant Youth

Black Educational Activism for Community Empowerment: International Leadership Perspectives

“…between families, schools, and communities. Their various roles affirm our second finding about them serving as border crossers and boundary spanners (Giroux, 2005;Miller, 2007Miller, , 2008Miller, , 2009Wilson, Ek, & Douglas, 2014). The various strategies they use to influence structural change relate to the last two findings.…”

“…While there were individual differences in tactics and strategies based on the historical period and the "politics of place" (McKittrick & Woods, 2007), activists shared an understanding of how institutional racism affected the educational realities and life chances of Black youth in all three sites. Second, they skillfully navigated complex community-based, institutional, and political terrains as border crossers (Giroux, 2005;Wilson, Ek, & Douglas, 2014) and/or boundary spanners (Miller, 2007(Miller, , 2008(Miller, , 2009. Border crossing, from sociological and epistemological standpoints, entails traversing physical and/or conceptual landscapes where one must negotiate notions of sociocultural difference and varying power dynamics (Wilson, Ek, & Douglas, 2014).…”

“…Second, they skillfully navigated complex community-based, institutional, and political terrains as border crossers (Giroux, 2005;Wilson, Ek, & Douglas, 2014) and/or boundary spanners (Miller, 2007(Miller, , 2008(Miller, , 2009. Border crossing, from sociological and epistemological standpoints, entails traversing physical and/or conceptual landscapes where one must negotiate notions of sociocultural difference and varying power dynamics (Wilson, Ek, & Douglas, 2014). While sometimes marked by physical barriers and/or institutional boundaries, borders are often powerful ideologically and socially constructed spaces of division (Giroux, 2005).…”

Counselors as Leaders Who Advocate for Undocumented Students’ Education

“…The notion of borderlands has been theorized by a broad range of scholars, including feminist and critical race theorists to scholars of postcolonial studies (Anzaldúa, 1987;Collins, 2000;De la Luz Reyes & Garza, 2005). In essence, the borderlands are both literal and figurative hegemonic spaces that entail making sense of conceptualizations of cultural, social, or knowledge-reproducing differences that can be used to separate groups from one another based on perceptions of dissimilarity (Elenes, 2001;Wilson, Ek, & Douglas, 2014). In borderland spaces, marginalization is perpetuated (Anzaldúa, 1987;Elenes, 1997;Mignolo, 2000).…”

“…Border crossing requires that educators acknowledge their own privileges, expectations, and preconceived notions, and be prepared with knowledge, skills, and dispositions that enable them to move among contexts (Scanlan & Johnson, 2015). Building on Anzaldúa's (1987) work, these contexts include engaging in spaces and places where those from dominant backgrounds maintain power imbalances and social inequities by excluding people according to their race, class, language, gender, sexual, and other marginalizing identities and at the intersections of these identities (see also Wilson et al, 2014). Successful border crossing leadership entails, ".…”