Abstract
ABSTRACT As teacher educators on the U.S.-Mexico borderlands, our goal is to (re)conceptualize a pedagogical approach for bilingual teacher development informed by teacher education research in the borderlands and anchored in the myriad of historical, sociopolitical, cultural, and linguistic realities of the U.S.-Mexico borderlands – a border pedagogy. Our (re)conceptualization is based on a metasynthesis of bilingual teacher education research from the four U.S.-Mexico border states and additionally draws from critical race theory in education and border theory scholarship to examine the geopolitical context of the borderlands as impacted by colonization and whiteness. Principles for (bilingual) teacher development and design are discussed.
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