Interplay of a Way of Knowing among Mexican-Origin Transnationals: Chaining to the Border and to Transnational Communities

Abstract

Background/ContextTransnational Mexican-origin youth comprise a large and increasing number of students in U.S. schools, yet their teachers have often misunderstood their backgrounds and the conditions related to their transnational movement over borders. With such a large number of immigrant/transnational youth in the U.S. of Mexican origin, it is important for educators to begin to understand their ways of knowing.PurposeI describe chained knowing, a way of knowing of transnational Mexican-origin families. Family members were chained to the border and to their extended family and communities across borders, with the latter way of knowing as an ends in itself. I offer implications for educators, curriculum, and considerations surrounding immigration policy.SettingWashington, DC area and two rural immigrant-sending communities in Mexico in the states of Jalisco and Michoacán.ParticipantsFour working-class Mexican-origin families whose primary residence was in the Washington, DC area and who made return trips to Mexico at least every 2 years.Research DesignThis multi-sited, critical ethnographic work draws from participant observation and interviews with four families who were situated in the Washington, DC area. The research was collected over 3 years.Data Collection and AnalysisThrough the interwoven lenses of border theory and Chicana feminism, the data were collected over 3 years and then analyzed and coded for emergent themes in an iterative process. The data were member checked with participants from each of the four participating families and also coded by an outside researcher.FindingsMexican-origin transnationals in this study demonstrated an interconnected way of knowing as chained knowing: chained to both the border and to their extended communities spanning borders.ConclusionsThe ways of knowing of transnational families should be understood by educators, researchers, and policy makers in order to help the curriculum better reflect the increasingly global context all students engage and the ways we understand the struggles of people across border.