This conceptual article considers the potential of a pedagogy of border thinking in the New Latinx South. The authors extend border thinking by applying it to new gateway regions in the southeast and linking it to schooling particularly in the south, a region that has experienced significant growth in its Latinx student population. The authors also theorize on the ways in which a pedagogy of border thinking can contribute to producing critical student identities that push back against subtractive schooling.
|Original language||English (US)|
|Number of pages||13|
|Journal||Equity and Excellence in Education|
|State||Published - Oct 2 2019|
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