Abstract
This study documented a month-long study abroad project in Oaxaca, Mexico during the summer of 2018 for twelve, K-12 pre-service and in-service educators from New Jersey, where they studied Spanish, literacy, and culturally responsive pedagogical practices. Using notions of third spaces as theory and pedagogy, the findings challenge and expand notions of US transnational teacher education and suggest that transnational teacher education may be particularly useful for facilitating third spaces for pre-service and in-service educators to confront inequitable practices and question their language and literacy ideologies and pedagogical practices.
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