Critical Border Praxis: Choosing the Path of Critical Border Dialogism
This work examines the intersection of place-based and border pedagogies, including the concepts of heteroglossia, meliorism, critical cosmopolitanism, nepantla, dialogic feminism, and pragmatic hope that form the basis of a new critical border dialogic. Critical border dialogic (Cashman, 2015, in press) resituates teachers, students, cultural workers, decision makers, policymakers, and the larger community. A critical border dialogic draws upon a critical pedagogy of place and border pedagogy. Gruenewald’s (2003) critical, place-based pedagogy influences assumptions, practices, and outcomes. Border pedagogy (Giroux, 2005), in turn, engages a critical pedagogy of place and involves a recognition and understanding of margins as affected by history, power, and difference. A critical border dialogic positions us, as educators, students, cultural workers, and members of the larger community, on the course to critical border praxis. Critical border praxis actively engages us as cross borders in a contemplation of historically and socially constructed limitations.
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