Universidad Iberoamericana, Tijuana Departamento de Humanidades y Ciencias de la Educación

1. Pedagogía Fronteriza 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 Border Pedagogy Between borders –Between cultures Border Pedagogy MLD 2006

2. An Educational Partnership with: Border Pedagogy 2000-2006 Border Pedagogy MLD 2006

3. Border Pedagogy Our Logo Border Pedagogy MLD 2006

4. 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 Border Pedagogy MLD 2006

5. 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: Mexico-USA. Border Pedagogy MLD 2006

6. Experiential: Self as a Model Cultural Self as a Model: (Hasford) Region Country Personal: Cult. Identity Exp. Community Global Border Pedagogy MLD 2006

7. A Case Study Approach: Cultural Differences in Nuclear Family Bi Cultural Identity Assimilation Identity 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. Dual Identity Broad World View Tolerant & 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 Border Pedagogy MLD 2006

8. Explanations for Differences Racism + - Tolerance Empathy Compassion POWER Diversity Affects Discrimination Oppression Identity Affects Affects Resiliency Adaptations Information Developing Tools Skills Experiential Crisis Continuity Denial Assimilate Border Pedagogy Effects of Racism and Discrimination Negotiating loss and survival Border Pedagogy MLD 2006

9. 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 -aremore remote. (Suarez-Orozco and Suarez-Orozco 2001). Border Pedagogy MLD 2006

10. 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 Border Pedagogy MLD 2006

11. 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. Border Pedagogy MLD 2006

12. 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! Border Pedagogy MLD 2006

13. What is Border Pedagogy ? • It is an outcomeof 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 allowsteacher 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 Border Pedagogy MLD 2006

14. What is Border Pedagogy ? 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 Border Pedagogy MLD 2006

15. Border Pedagogy What is ? • 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. • 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) Border Pedagogy MLD 2006 3/3

16. 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 Border Pedagogy MLD 2006

17. x • Business • Tourism • Education • Work • Health • Family • Friends BORDER DAILY LIFE Border Pedagogy MLD 2006

18. 1 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 Border Pedagogy MLD 2006

19. Examples of Education Mexico Telesecundaria Urban school children Robotics Class in High School Rural Classroom UNAM Border Pedagogy MLD 2006 http://ciberhabitat.gob.mx/escuela/alumnos/telesec/images/aula2.jpg

20. Border Pedagogy MLD 2006

21. 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. Border Pedagogy MLD 2006

22. 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 Border Pedagogy MLD 2006

23. 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 Border Pedagogy MLD 2006

24. FACTS ABOUT: San Diego, California, USA 2.5 million residents “Telecom Valley” Legal drinking age 21 vs 18 7th largest city in the USA 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. 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. Border Pedagogy MLD 2006

25. 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 Source: California Department of Education Border Pedagogy MLD 2006 Source: 2000 U.S. Census Bureau American Council on Education Minorities in Higher Education

26. San Diego County’sChanging Student Population Source: California Department of Education Border Pedagogy MLD 2006

27. 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. Border Pedagogy MLD 2006

28. 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 Border Pedagogy MLD 2006

29. Summaryof 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.) • 102.6million 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) news.bbc.co.uk Border Pedagogy MLD 2006 aguaje.dictus.uson.mx www.foro-latino.org Chicanowww.english.uiowa.edu/ gel/books/latin_help.html

30. 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. Border Pedagogy MLD 2006

31. 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) Border Pedagogy MLD 2006

32. 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

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

34. 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?“ Border Pedagogy MLD 2006

35. 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 + Hispanic Movie: Domino 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 Alarming numbers of illiteracy rates, social and educational inequity in indigenous pop. Border Pedagogy MLD 2006

36. 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 Border Pedagogy MLD 2006

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39. 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” Border Pedagogy MLD 2006

40. 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)” Border Pedagogy MLD 2006

41. 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) Border Pedagogy MLD 2006

42. Systems Perspective1 • 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). Border Pedagogy MLD 2006

43. 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.. Border Pedagogy MLD 2006

44. 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. Border Pedagogy MLD 2006

45. Systems Perspective: Focus on Community 1 • Organized around interactions and within a hierarchy of interrelated subsystems. • 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) Border Pedagogy MLD 2006

46. 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. Border Pedagogy MLD 2006

47. 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) Border Pedagogy MLD 2006

48. 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-to-person basis Border Pedagogy MLD 2006

49. 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. Border Pedagogy MLD 2006

50. 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 thenTijuana. 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 Description of students in UIA Doctoral program of Education: San Diego, Tijuana, Ensenada & Mexicali & San Luis Rio Colorado, B.C., Mexico 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