Border Pedagogy MLD 20061 Universidad Iberoamericana, Tijuana Departamento de Humanidades y Ciencias de la Educación Dra. Margarita Luna Delgado International

Border Pedagogy MLD 2006 1

Universidad Iberoamericana, TijuanaDepartamento de Humanidades y Ciencias de la Educación

Dra. Margarita Luna DelgadoInternational Council for Teaching (ICET), Fortaleza, Brazil July 2006

Entre Fronteras-Entre Culturas

Between borders –Between cultures


An Educational Partnership with:

Border Pedagogy 2000-2006


Our Logo


• 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 educationHonor diversity, multiculturalism

Contribute to Teacher Training Programs that reflect these

themes and educational responsibilities and experiences in the curriculum

Border Educator’s Interactions and Transformations


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: Mexico-USA.

Border Pedagogy Proposal


Experiential: Self as a Model

Self as a Model: (Hasford)

Personal: Cult. Identity Exp.

Community

Region Country

Cultural

Global


Dual IdentityBroad World ViewTolerant & Flexible

Strong Binational & Border Cultural Identity

Living with Cultural Diversity

Capacity to communicate within culture of origin and across

cultures

Strong contact with Mexico and Chicano/Latino involvement

Recognition of cultural self and the cultural Other

Committed to Social Justice and quality of life issues

Bought Assimilationist Dream

Internalized Oppression-Shame

Loss of Language- Diminished capacity to communicate and interact

Loss of Cultural Identity of origin

Living in a Cultural Limbo

No contact with Mexico

Denial of cultural and Historical legacy

Very Americanized: Voted for Anti- Immigrant Laws in U.S.

A Case Study Approach: Cultural Differences in Nuclear Family

Bi Cultural IdentityAssimilation Identity


Explanations for Differences

Effects of Racism and DiscriminationNegotiating loss and survival

IdentityOppression

+

Crisis

Diversity

-

AssimilateDenial

Continuity

ResiliencyAdaptationsInformationDeveloping

ToolsSkills

Experiential

Discrimination Affects Affects

Racism

Affe

cts

ToleranceEmpathy

Compassion

Border Pedagogy

POWER


Research on AssimilationThe 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).


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 two borders/Between two cultures

One geographical&political Two, cultural/personal

Between borders/Between cultures


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.


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!


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.

1/3


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.

2/3


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

(Gall, Gall & Borg, 1999)3/3


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


x

BORDER DAILY LIFE

•Business•Tourism

•Education•Work

•Health•Family•Friends


FACTS ABOUT: Tijuana, Baja California, Mexico

•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 Margarita-Margarita 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

1

http://www.tijuanaonline.org/english/tijuana/index.htm

http://www.tijuanaonline.org/english/tijuana/index.htm


Examples of Education Mexico

Telesecundaria

Robotics Class in High School

Rural Classroomhttp://ciberhabitat.gob.mx/escuela/alumnos/telesec/images/aula2.jpg

UNAM

Urban school children

http://fideicomiso-sep-unam.unam.mx/galeria/20050629_019.jpg



Mexico’s Challenge • Alarming numbers of illiteracy rates and social-

educational 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.


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


Mexico’s Indigenous Population*• Mayo 30,000• Seri 400• Tarahumara 53,000 • Tepehuan 19,000• Tipai 600

• Acaxee Northwest* Extinct • Cochimi Northwest Extinct• Jova Northwest Extinct• Jumanos Northwest Extinct• Suma Northwest Extinct

• Opata Northwest Unknown• Papago Northwest Unknown


FACTS ABOUT: San Diego, California, USALegal drinking age 21 vs 18

7th largest city in the

USA

2.5 million residents

San Diego County Student Ethnic Diversity

Latinos

White

AfricanAmerican

Filipinos

Indoneesian

Asian

http://www.sandi.net/comm/factsheets/sdcs_quickfacts_sp.pdf

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 first language a variety of 60 languages and dialects.

A total of 216 schools • 114 Elementary (K-5 ó K-6) • 23 Middle Schools• 27 High Schools (9-12 ó 10-12) • 18 Atypical (Multiple grades) • 34 “Charter” schools

Telecommunications, software and biotech are among San Diego's fastest growing industries, and San Diego has become the nation's center for wireless industries.

“Telecom Valley”

Border Pedagogy MLD 2006 25Source: California Department of Education Source: 2000 U.S. Census Bureau

American Council on Education Minorities in Higher Education

National Education Demographics

High school dropout rates for 16 to 24 year olds

Persons 25 years and over who have attained a Bachelor’s degree or higher

27.8%

6.9%

13.1%

10.9%

0%

5%

10%

15%

20%

25%

30%

White AfricanAmerican

Hispanic All Races

11.1%

29.4%

17.2%

26.7%

0%

5%

10%

15%

20%

25%

30%

35%

White AfricanAmerican

Hispanic All Races


San Diego County’s Changing Student

Population

Source: California Department of Education

0 50000 100000 150000

San Diego Unified

Sweetwater UHSD

Chula Vista ESD

Escondido Elem

Vista Unified

Oceanside Unified

San Marcos Unified

South Bay Union

Cajon Valley

Grossmont

National

San Ysidro USD

Latino

Non Latino


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.


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

http://www.inmotionmagazine.com/er/pn_become_ref.html






Summary of Numbers

(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)

41.3 million Hispanics live in the U.S.Largest race orEthnic minority(July 1, 2004)

aguaje.dictus.uson.mx www.foro-latino.org

news.bbc.co.uk

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.


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)


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….

Border Pedagogy MLD 2006 33http://members.tripod.com/nelson_g/spanglish.html


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?“

A comic’s take-off on Spanglish


A Movie’s satire on interracial children

Blactino Black + Latino Chinegro Chinese + Black

Blackasian Black + Asian Hispasian Hispanic + Asian Koreagro Korean + Black

Japegro Japanese + Black Japanic Japanese + Hispanic

Chispanic Chinese + HispanicMovie: Domino New Line Cinema Director: Tony Scott

Ethnic sincretism in the Tijuana/S.D. regionLarge 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

Alarming numbers of illiteracy rates, social and educational inequity in indigenous 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


http://www.objectivismonline.net/gallery/Fliers/diversity?full=1



Examples of Cultural Iliteracy

1. “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.

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”


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)”


Networking and platforms for collaborative teaching, team teaching and research

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)

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)


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).

Systems Perspective 1


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..



Insights gained: Have an impact on social and

political policy, populace at largeRequires the collaborative development of concrete actions, programs and establishing partnerships and networks of teaching, learning and research.

Exactly what we are doing with Border PedagogyWork.



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)

Systems Perspective: Focus on Community 1


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.


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)

Person Centered Carl Rogers 1


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-to-person basis

Person Centered Carl Rogers 2


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.

Holistic Education 1


Description of students in UIA Doctoral program of Education: San Diego, Tijuana, Ensenada & Mexicali &

San Luis Rio Colorado, B.C., MexicoStudents from Mexico

1 Female3 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 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

Students from Mexicali8 Female

3 Male

Age range: 26-55

Born: Yucatan,

Colombia, Sonora, JaliscoMexicali,

Moved to Mexicali forTeaching positions


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.


Students in the Certificate Program

from Tijuana from Tijuana & San Diego“I love coming to the classes here in

Tijuana, because it gives me a chance to talk to experienced teachers. There is such a sense of warmth and acceptance.”

“As Mexicans, we tend to believe that foreigners are better than us, and this experience has let me bemore objective and proud of our achievements as Mexican teachers.”

“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.


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 students3. 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 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


•We need Teacher Education programs that reflect Humanistic and Systems Theory content, process; and promote collaboration and partnership within and across borders.

Conclusion 2


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

Conclusion 3

Documents

Border Pedagogy MLD 20061 Universidad Iberoamericana, Tijuana Departamento de Humanidades y Ciencias de la Educación Dra. Margarita Luna Delgado International