Abstract

Chicano and immigrant students at a school in El Paso, Texas, with support from community members, educators, civic organizations, and MEChA, successfully confronted the U.S. Border Patrol in a federal court of law. The 1992 legal case and federal interdiction policy on the border frame the analysis of the subaltern position of the plaintiffs and their ability to generate a border transformative pedagogy applicable to a transnational entity. Their journey to emancipation is examined using interviews, analysis of documentary footage, news reports, direct trial observations, and analysis of the legal proceedings.

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