Abstract
This research took place in the following four countries: Malaysia, Mexico, Canada, and the United States (US). Educators in each country reported on how they addressed US international policies in their respective curricula. Critical border praxis emerged as a theoretical construct as a result of these transnational studies. Critical border praxis provides a contemplation of the intersection of place-based and border pedagogies, as well as how pedagogies are central to understanding one’s own situatedness. The findings of this study include recommendations for additional in-depth discussions of international policies in the US social studies curriculum. Implications for educators elsewhere are also articulated.
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