Entre Fronteras-Entre Culturas
Universidad Iberoamericana, Tijuana
Departamento de Humanidades y Ciencias de la Educación
Dra. Margarita Luna Delgado
International Council for Teaching (ICET), Fortaleza, Brazil
July 2006
Between borders –Between cultures
Border Pedagogy MLD 2006
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An Educational Partnership with:
Border Pedagogy 2000-2006
Border Pedagogy MLD 2006
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Our Logo
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Border Educator’s Interactions and Transformations
• Introduction: Border Pedagogy, offers the experience
and information that was shared with educators from
both sides of the San Diego-Tijuana border.
Between Borders-Between Cultures
• Goals: Maintain cultural identity=success in education
(formal and informal learning)
Promote equity in education
Honor diversity, multiculturalism
Contribute to Teacher Training Programs that
reflect these themes and educational responsibilities and
experiences in the curriculum
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Border Pedagogy Proposal
A globalized humanistic and
systems theory perspective to
the challenges of cultural
identity, equity and diversity in
teacher education in the border
region of the Californias: MexicoUSA.
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Experiential: Self as a Model
Cultural
Region
Self as a Model: (Hasford)
Personal: Cult. Identity Exp.
Country
Community
Global
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A Case Study Approach: Cultural Differences in Nuclear Family
Bi Cultural Identity
Assimilation Identity
Dual Identity
Broad World View
Tolerant & Flexible
Bought Assimilationist Dream
Strong Binational & Border Cultural
Identity
Loss of Language- Diminished capacity
to communicate and interact
Living with Cultural Diversity
Loss of Cultural Identity of origin
Capacity to communicate within
culture of origin and across
cultures
Living in a Cultural Limbo
Strong contact with Mexico and
Chicano/Latino involvement
Denial of cultural and Historical legacy
Internalized Oppression-Shame
Recognition of cultural self and the
cultural Other
No contact with Mexico
Very Americanized: Voted for AntiImmigrant Laws in U.S.
Committed to Social Justice and
quality of life issues
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Explanations for Differences
+
-
Racism
Discrimination
Affects
POWER
Tolerance
Empathy
Compassion
Affects
Identity
Crisis
Affects
Oppression
Continuity
Diversity
Resiliency
Adaptations
Information
Developing
Tools
Skills
Experiential
Assimilate
Effects of Racism and Discrimination
Negotiating
loss and
Border Pedagogy
MLDsurvival
2006
Border
Pedagogy
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Research on Assimilation
The research literature on the socialization of Latino
students has identified a disturbing trend, one that
results in the transformation of hopeful Latino immigrant
youth into angry and frustrated Hispanic Americans
(Portes and Rumbaut 2001; Zentella 2002).
Some are angry and sullen, less optimistic about the
future, less focused about the purpose of their education
and less inclined to believe in the elusive American
Dream. These are usually the second and third
generation Latino students. The ones whose ties to
home -- Mexico, El Salvador, the Dominican Republic are more remote. (Suarez-Orozco and Suarez-Orozco 2001).
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Local and Global Reality
• Millions of people move across borders to work, to live, more than at any
other time in our history.
• It is reasonable to suggest that identity and diversity conflicts will increase
• This phenomenon is no small matter
• One in which teacher educators will inevitably be involved.
• Border Pedagogy is a working theoretical and experiential tool
To help Border People develop a healthier cultural identity
To help educators become multicultural literate and
functional
To serve as a guide to develop cultural competencies and skills
necessary for local and global challenges
Between
borders/Between cultures
Between
two borders/Between
two cultures
One geographical&political
Two, cultural/personal
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Ericksononian Personality Theory
(Applied to cultural identity)
• Erikson (Erikson, 1970.) suggested that people
experience an identity crisis when they lose "a sense of
personal sameness and historical continuity".
• Erik Erikson (1956) characterized a person’s “ego
identity,” or “core identity,” as “a sustained feeling of
inner sameness within oneself...[and] a persistent
sharing of some kind of essential character with others”
(p. 57).
• Given today's rapid development in technology, global
economy, dynamics in local and world politics, identity
crises are expected to be more common now.
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Diversity Quotes
• “No culture can live if it attempts to be
exclusive.”– Mahatma Gandhi
• Voices! was inspired by Edwin Markham's
poem, Outwitted:
He drew a circle that shut me out Heretic, rebel, a thing to flout;
But Love and I had the wit to win:
We drew a circle that took him in!
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?
What is
1) It is an outcome of a six year bi-national collaboration with
American and Mexican Universities: Teacher educators,
researchers, teachers and students along the California US
and Mexican border, to promote and develop multicultural
teaching and training programs for building multicultural
sensitive identities.
2) It allows teacher educators, teachers and students to
interact in a cross cultural context to help develop deep
understanding of diversity with a profound commitment
for action to transform border realities with cultural
sensitivity and social responsibility.
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?
What is
3) It is a process of experiencing, reflecting and
understanding of the psychological, cultural and
educational adjustments present in immigrant, migrant,
multicultural and multilingual populations living a border
reality.
4) It
is a framework where the voices of the silenced and
oppressed are heard so that educational skills and tools
are developed by educators and students in order to
promote equity and diversity in education on both sides of
the border.
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?
What is
1. Border: the extreme part or surrounding line; the confine
or exterior limit of a country, or any region or track of land
boundary: a limit, a bound, anything marking a limit.
2. Borderland: land on the frontiers of adjoining countries;
land constituting a
border
(Websters New Universal Unabridged Dictionary,1979
3)Border Pedagogy: A critical theory of education that
conceives the differences between individuals and groups
as permeable and changing, as opposed to the more rigid,
“either-or” nature of conventional social categories
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(Gall, Gall & Borg, 1999)
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Facts about San Diego and Tijuana
• Description and trivia of everyday
life
• What challenges we share
• The Statistics in education
• The similarities and the
differences
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x
•Health
•Family
•Friends
BORDER DAILY LIFE
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•Business
•Tourism
•Education
•Work
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FACTS ABOUT: Tijuana, Baja California, Mexico
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•Aquí empieza la patria, "The Homeland Starts Here". The
government translates the phrase as "Gateway to Mexico".
•Tijuana boasts the most-crossed international border in the world.
•The Caesar salad was first created at Caesar’s Palace restaurant on
Avenida Revolucion in Tijuana.
•Tijuana’s Avenida Revolucion is one of the most-shopped streets in
the world.
•Tijuana is the fastest growing city in Mexico.
•Legend has it that the margarita drink was created in Tijuana as a
non-alcoholic drink for Rita Hayworth in her teenage cabaret days.
Tequila was added later. Rita’s real name, of course, was MargaritaMargarita Carmen Cansino.
•The city ranks fourth in population in the Republic of Mexico,
following Mexico City, Guadalajara, and Monterrey.
•In industry, Tijuana has become the world leader in the assembly of
televisions. Maquiladoras. http://www.tijuanaonline.org/english/tijuana/index.htm
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Examples of Education Mexico
Telesecundaria
Robotics Class in High School
Rural Classroom
Urban school children
UNAM
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http://ciberhabitat.gob.mx/escuela/alumnos/telesec/images/aula2.jpg
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Mexico’s Challenge
• Alarming numbers of illiteracy rates and socialeducational inequities in general, but in
particular, with its indigenous, migrant and
differently able population.
• “Amazon” towns, e.g., men leave in search of
survival.
• Recognize and work with emerging Synergy
along the border
• To offer curriculum that provides the necessary
learning for young men who do not see that
education beyond basic math and reading is
important, but instead believe that going to work
in the United States is the answer for success.
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Mexico’s Indigenous Population*
• Mexico
23,500,000
(roughly 29% of Mexico's population, and 49% of Latin
America's Amerind population)
NORTHWEST
•
•
•
•
•
•
Cocopa
900
Cora
8,000
Tubar
100
Yaqui
18,000
Huichol
Nearly extinct (Northcentral)
Kumiai/Kumeyaay/Pai Pai Pai
1,000
(on Mexican side)
• Kiliwa
Nearly extinct
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Mexico’s Indigenous Population*
•
•
•
•
•
Mayo
Seri
Tarahumara
Tepehuan
Tipai
•
•
•
•
•
Acaxee
Cochimi
Jova
Jumanos
Suma
• Opata
• Papago
30,000
400
53,000
19,000
600
Northwest*
Northwest
Northwest
Northwest
Northwest
Extinct
Extinct
Extinct
Extinct
Extinct
Northwest
Northwest
Unknown
Unknown
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FACTS ABOUT: San Diego, California, USA
Legal drinking age
21 vs 18
2.5 million residents
“Telecom Valley”
San Diego County
Student Ethnic Diversity
7th largest city in the USA
Latinos
White
AfricanAmerican
Filipinos
Indoneesian
A total of 216 schools
• 114 Elementary (K-5 ó K-6)
• 23 Middle Schools
• 27 High Schools (9-12 ó 1012)
• 18 Atypical (Multiple grades)
• 34 “Charter” schools
Asian
http://www.sandi.net/comm/factsheets/sdcs_quickfacts_sp.pdf
Telecommunications, software and biotech are
among San Diego's fastest growing industries, and
San Diego has become the nation's center for
wireless industries.
San Diego City Schools services more than 132,000 students who represent
more than 15 ethnic groups of which 28% are English learners and have as
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Pedagogy and
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first language a variety of 60
languages
dialects.
National Education
Demographics
High school dropout rates
for 16 to 24 year olds
30%
Persons 25 years and over who have
attained a Bachelor’s degree or higher
35%
27.8%
30%
25%
29.4%
26.7%
25%
20%
20%
15%
17.2%
13.1%
10.9%
15%
11.1%
10%
10%
6.9%
5%
5%
0%
0%
White
African
American
Hispanic
All Races
White
African
American
Source: California Department of Education
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American Council on Education Minorities in Higher Education
Hispanic
All Races
Source: 2000 U.S. Census Bureau
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San Diego County’s
Changing Student
Population
San Ysidro USD
National
Latino
Non Latino
Grossmont
Cajon Valley
South Bay Union
San Marcos Unified
Oceanside Unified
Vista Unified
Escondido Elem
Chula Vista ESD
Sweetwater UHSD
San Diego Unified
0
50000
100000
Source: California Department of Education
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150000
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Latino Stats in US
• The 2000 Census estimated that over 70
percent of the Hispanic population is either
U.S. born (over 60 percent of the Hispanic
population) or foreign-born naturalized
citizens (one in four of the foreign born
Hispanic population) (calculated from
Therrin & Ramirez. 2000, p. 3)
• The U.S. economy is dependent upon the
labor of Latino immigrants, Mexico is the
USA’s largest trading partner, and Latinos
send many dollars “home”-country of origin.
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Latinos as Sources of Income in
Country of Origin
• Increasingly, the governments of Latin
America regard Latino immigrants in
the US - as a prized resource.
• The remittances sent home are a stable
source of foreign exchange, worth more
than oil exported from Mexico, the
bananas shipped out of Central
America, or the tourists who visit Puerto
Rico and the Dominican Republic
(Orozco and Qin-Hilliard 2004
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Summary of Numbers
41.3 million
Hispanics live in
the U.S.
Largest race or
Ethnic minority
(July 1, 2004)
(Does not include the 3.9 million residents of Puerto Rico.)
• 102.6 million is the projected Hispanic population by July 1, 2050.
Hispanics will constitute 24 percent of the nation’s total population.
• 49% of Hispanics live in California (12.4 million) or Texas (7.8 m)
• 21.9% is the poverty rate for Hispanics in 2004. (Unchanged 2003)
• Population along the Mexico-U.S. Border is also expected to increase.
• It is estimated that Mexico's extreme poverty rate is at 55%
•
(104 million)
aguaje.dictus.uson.mx
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www.foro-latino.org
news.bbc.co.uk
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Chicano www.english.uiowa.edu/ gel/books/latin_help.html
•Assimilation and Acculturation for Latinos
• Romo, (2005); Stanton-Salazar, (1997), (2001); Tatum,
(1998), Cite the overuse of monoculture teacher
education standards and the negative result of these
standards in Latino students.
• Result: Many turn inward and subsequently find
themselves disconnected from the educational
gatekeepers and resources that can help them resist
assimilation or identity loss and find school success
Egan & Ross (1981) Bilingual Bicultural Education: The
Colorado Success Story, a research that demonstrates a
success story for bilingual bicultural education for
elementary age school children in Colorado.
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The Myth for Success: Monolingual
• On both sides of the border there are millions
who are illiterate or functionally illiterate.
• Macedo, (2005) “…if Education in ‘English only’
can guarantee linguistic minority students a
better future, as William Bennett and Ron Unz
promise, why do the majority of Black
Americans, whose ancestors have been
speaking English for over two hundred years,
find themselves still relegated to ghettos?
(Donaldo Macedo, 2005)
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Language on the Border
There are many languages spoken along the Border. A
controversial new hybrid language has been evolving in
and outside of the border region: Spanglish
.
With technology, the information Age and increased
population mobility population mobility, the
combination of English with Spanish or English
with another language will be more prevalent and
obvious, e.g.,“Manda un e-mail”; “Manda un mail”;
“Cheka mi blog”; “Dame el link”
Border languages: Franglais, Portuniol, Spanglish,
Mixtecopanol,and others….
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Border Pedagogy MLD 2006
http://members.tripod.com/nelson_g/spanglish.html
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A comic’s take-off on Spanglish
Two years ago I moved to a farming town, and while it's good to be free from the honking, there is
something I have come to miss: English. Where I live, even the billboards are in Spanish.
Neighbors refer to me as "the white guy."
It's okay for my wife Yahaira. She speaks Spanish and English ... at the same bloody time. Have you
ever been enjoying a song on the radio when Spanish cuts in? That is the soundtrack of my life:
"Hey, Jude, don't be afraid -- “; "You quiero sentir tus labios -- “; "And any time you feel the pain -“ "Numero uno en exitos, ciento siete punto UNO!"
My wife is not alone. Barriofulls of people are straddling the two languages, unwilling to commit.
Here is an actual sentence from a conversation in my home: "You know Maria. Ella es la persona
who went to the wedding con nosotros el julio pasado. Remember?“
Once in a while, though, it backfires. There was, for instance, the day she called from the store to
say, "Honey, do you want some ... como se dice ... patita de pollo, you know, patita.“"Um
All right. Gimme two.“ That night I ate chickens' feet. Two.
Of course, I can barely understand my wife when she speaks English. She started learning the
language when her Spanish was only half-installed, and her tongue has not recovered. Yahaira
gets down from, not out of, the car; she dreams with, not of, other people; and while other
couples spoon in bed, we "scoop"
• "You said you'd go tonight. Don't back up on your word."
• "We've got to nip this problem in the butt."
• "Does your mom care that we're an antiracial couple?“
• At a restaurant Yahaira ordered smashed potatoes and cold slaw. The waiter chuckled and wrote
it down. We were, after all, an antiracial couple. But when I asked for crunchies on my salad, he
raised a brow. "Shall I assume you mean croutons?“
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A Movie’s satire on interracial children
Blactino
Chinegro
Blackasian
Hispasian
Koreagro
Japegro
Japanic
Chispanic
Movie: Domino
Black + Latino
Chinese + Black
Black + Asian
Hispanic + Asian
Korean + Black
Japanese + Black
Japanese + Hispanic
Chinese + Hispanic
New Line Cinema Director: Tony Scott
Ethnic sincretism in the Tijuana/S.D. region
Large Mixteco population on both sides of the border: Oaxacalifornia
(Oaxaca+California –English/Mixteco; Spanish/English/Mixteco).
Kumia (Tij) and Kumeeya (S.D.) on both sides of the border
Border
Pedagogy
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Alarming numbers of illiteracy rates,
social
andMLD
educational
inequity in indigenous 35
pop.
Examples of Racism in the Media
• Impact and intent of Messages
sent to all groups
• Use in classrooms in proactive
way
• As teachers and teacher
trainers
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Examples of Cultural Iliteracy
. “Mexifornia," Book by Victor Hansen Davis
Racist Thesis: How immigration - both legal and illegal" was
destroying the entire state of California. He said it would
march across the country until it destroyed all vestiges of
The American Dream.
1
2. Ethnic language classes scrapped A school in London is to scrap its
policy of teaching science to Turkish children in their ethnic language
"But these are young people growing up in London. We need to prepare
them for work and life in London, so when they are in school they should
communicate in English."
Headmistress
Feb. 16, 2006 BBC News
3. An insult in Mexico: “No seas Indio”
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A Call and Plea for a New Direction: Educational Change for
Social Justice
If we are to move from the lower tiers of
society and not become a permanent
underclass, and if our communities,
schools and social institutions are to
provide the support and nurturing that our
children so desperately need, we will need
a new direction and a new strategy.
(Noguera 2005)”
“
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Partnership:
UIA, USD, UPN, UNM, et al
Changes in teacher training programs UIA: Master’s &
Doctoral Program; USD: Class content; Exploring joint
Master’s program (USD-UIA)
Networking and platforms for collaborative teaching,
team teaching and research
Bi National Annual Border Pedagogy Conferences
We recognize that we are not unique in searching for
models and knowledge that will meet the needs of our
students. There is parallel work in Europe and
Canada with Border Psychology, now we have Border
Pedagogy. (Volkan, 1999c)
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Systems Perspective
1
Family Therapy applied to cultural identity
•This approach regards the family, as a whole, as
the unit of treatment, and
emphasizes such
factors as relationships and communication
patterns
rather than traits or symptoms in
individual members.
•Considers a family as an organism or system with
its own internal rules, patterns of functioning, and
tendency to resist change
•Patients (Culture) as whole units (Borders,
Countries) rather than focusing as one (Latinos as
drop-outs).
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Systems Perspective
2
Systems: Systemic impact on whole nations will
become irresistible.
•Provides an understanding of different concepts
of individual and collective
identity
•Us-them/we-us…..focus on relationships,
perspectives, communication and
behavioral
patterns, patterns of interactions.
•An approach that emphasizes the interdependency
of countries, groups, rather than focusing on
individuals in isolation from the larger group
context..
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Systems Perspective
3
Insights gained:
Have an impact on social and
political policy, populace at
large
Requires the collaborative development
of concrete actions, programs and
establishing partnerships and networks
of teaching, learning and research.
Exactly what we are doing with Border Pedagogy
Work.
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Systems Perspective: Focus on Community 1
1. Organized around interactions and within a hierarchy of
interrelated subsystems.
2. Wholeness: the system is greater than the sum of the
parts.
3. Each part of the system affects all others.
4. Interrelations emphasized more than components;
system wide ripples ("these cause each other")
emphasized more than linearity (this causes that).
5. Examining what large group members gain from having
a “malfunctioning” member
6. Synergy: interactions and feedback loops add to each
other as they combine (a dynamic expression of
wholeness)
Chalquist (2001)
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Benefits of “System’s Teachers”
• System’s theory provides the framework
for developing teacher training programs
that conceptualizes the community as
either a classroom, a school, a region or a
country.
• “Systems” teachers will be better equipped
to provide education and experiences that
help develop a healthy cultural identity,
promote equity and honor diversity.
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Person Centered Carl Rogers
1
Conditions of Worth
“Unconditional positive regard" Empathetic
understanding
Fully Functioning Person and the Self
Congruence between self and experience
leads to better personality adjustment and
less defensiveness (Chodorkoff, 1954;
cited in Rogers, 1959)
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Person Centered Carl Rogers
2
Unique phenomenological world
The client moves from rigidly of self-perception to
fluidity
To be a person of self-worth; of value
The 'core conditions' for facilitative (counselling and
educational) practice - congruence (realness),
acceptance and empathy).
It means coming into a direct personal encounter
with the learner, meeting her on a person-toperson basis
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Holistic Education
1
To encompass and integrate multiple layers of
meaning and experience rather than defining
human possibilities narrowly. Every child is more
than a future employee; every person's
intelligence and abilities are far more complex
than his or her scores on standardized tests.
Maria Montessori: "cosmic" education: Help the
person feel part of the wholeness of the universe
The art of holistic education lies in its
responsiveness to the diverse learning styles and
needs of evolving human beings.
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Description of students in UIA Doctoral program of
Education: San Diego, Tijuana, Ensenada & Mexicali &
San Luis Rio Colorado, B.C., Mexico
Students from Mexico
1 Female
3 Male
Age range: 35-53
Born:
Veracruz,
Zacatecas,
Mexico City,
Mexicali
Two moved to Tijuana, then
Ensenada; another to
Tijuana; another to
Mexicali and then
Tijuana.
Students from Mexicali
8 Female
3 Male
Age range: 26-55
Born:
Yucatan,
Colombia,
Sonora,
Jalisco
Mexicali,
Moved to Mexicali for
Teaching positions
Border Pedagogy MLD 2006
Students from S. Diego:
2 Female
3 Male
Age range: 35-42
Born:
Ensenada,
Tijuana (2),
Sinaloa,
Mexico City
They all had some
schooling in Mexico
and then
moved around until
finally settling in the
San Diego area
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In their own words…
(Border PhD students –CA Tijuana and
Mexicali)
• “I’ve learned to appreciate the pluses of both countries and have
developed a loyalty to both. I’d like to teach and do research in both
countries. I can do it.”
• “Having the doctoral experience in Tijuana has motivated me to
push forward so that I can go back to American high schools and
undergraduate programs and talk to Latinos and tell them that a
college degree and a PhD is possible. I want to make a difference.”
• “Having classmates from across the border has forced me to reflect
on many educational and social situations that I had ignored. This
has helped me to develop a greater recognition of problems on the
Mexican side as well as becoming aware of the differences in
studying and working on the “other side” (of the border).
• We all have families or friends in the U.S., now I can better
understand the transfronterizo students and the migrant students. I
know I will become a better teacher and resource
• It’s important to learn about education and the U.S. and how it
works. I think it’s important for them to learn about us.
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Students in the Certificate Program
from Tijuana
from Tijuana & San Diego
“As Mexicans, we tend to believe
“I love coming to the classes here in
that foreigners are better than us,
Tijuana, because it gives me a chance
and this experience has let me be
to talk to experienced teachers.
more objective and proud of our
There is such a sense of warmth
achievements as Mexican teachers.”
and acceptance.”
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“We must remember,
some things
work for them (USA)
and others for us (Mexico) only.”
Border Pedagogy Lessons Learned
2
• Learning is connected to each individual's life process.
• Aware that the development of a student's sense of self
and well-being is influenced by how well educators use
their understanding of students as individuals
• We are preparing our students and teachers to
participate in global societies, including the global
technological society.
• In border regions, the potential for teachers and
students, particularly for African Americans and
Latinos/as, to have internalized a marginalized or inferior
self image is particularly potent, internalized negative
beliefs about academic and cultural success (Ogbu,
1997) .
• Education contributes to cultural identity and success.
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Principles of Effective Teacher Education
for Border Pedagogy
1
1. To understand and teach how culture affects worldview.
2. To promote the importance of developing culturally competent skills:
Culturally competent teachers and students
3. To develop awareness of cultural taboos, nonverbal language.
Different cultures value different things
4. To gain awareness of the dangers of the encompassing nature of
labeling. To be empathic and practice unconditional acceptance.
5. To understand the inherent oppression in the classroom and in
educational policies
6. To undergo humanistic experiential processes for concrete
exploration of social, political and personal barriers
7. Being able to understand and learn how to teach biracial, bilingual, bicultural
children and cultural trauma. To be bilingual/plurilingual and multicultural.
8. To understand the global or political forces that brought immigrant students to
the classroom
9. Understanding that A Dual Identity is a delicate and exhausting balance,
choosing what to hold onto from the native culture and what to embrace
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from the new one.
Conclusion
1
• We do not live in classless, race-blind societies. We live with
racism, discrimination and oppression.
• In border pedagogy, we are working toward a reality where
educators can create the necessary pedagogical structures that will
meet the needs of the immigrant student, the transborder students,
the second and other generation Chicano Latino students, as well as
students who live in other border regions.
 The investment case—we have NOT made a convincing case for
investment in education in our countries.
• Collective search for truth that takes into account cultural values,
diversity, identity, language and partnership.
• Balance between exclusiveness and inclusiveness, autonomy and
community, diversity and homogeneity
• Recognition that boundaries are arbitrary and fluid
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Conclusion
2
•We need Teacher Education
programs that reflect Humanistic
and Systems Theory content,
process; and promote
collaboration and partnership
within and across borders.
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Conclusion
3
If there be righteousness in the heart,
there will be beauty in the character.
If there be beauty in the character, there
will be harmony in the home.
If there be harmony in the home, there will
be order in the nation.
If there be order in the nation, there will be
peace in the world.
Confucius
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