Abstract
ABSTRACTFederal and Arizona educational policies challenge U.S.-Mexico border educators to meet the diverse needs of bilingual, bicultural students while also being required to use instructional pedagogies that offer monolingual and monocultural schooling experiences. Ethnographic research captures American schooling experiences of Latino transfronterizo (border crossing) students and their parents from January 2013 to August 2015. Through these narrations and analysis with the multiple ethical paradigms (Shapiro & Gross, 2013), educational leaders can move to praxis through Furman’s (2004) ethic of community and Yosso’s (2005) community cultural wealth to build communal capacity within border contexts.
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