Exploring the Convergence of Transnationalism, Latinx Students, and Education: Preparing Teachers as Global-Citizen-Scholars

• In Event: Preparing Teachers to Be Global-Citizen-Scholars: Educating Responsibly for Equity and Inclusion in Classroom Practice

Abstract

Objectives
Research in teacher education suggests study abroad programs and international field experiences contribute to preparing global-minded teachers for teaching in culturally diverse classrooms. While the benefits of international field experiences are many, few studies examine transnational experiences of students at the U.S.-Mexico border where immigrant students identify with the local Latinx community in the US and remain closely connected to their global, cultural, and familial roots in Mexico. The pedagogical potential of transnationalism as an international space where the local meets global remains untapped in teacher preparation. Therefore, this research explores the convergence of transnationalism, Latinx students and communities, and education and its effect on teachers’ notions of global-mindedness and draws some lessons on how to teach responsibly for equity and inclusion of immigrant diversity in classroom practice.
Theoretical Framework
The conceptual framework for this study draws from transnational theory that recognizes some immigrant groups such as Latinx continue to have close connections with their countries of origin such as Mexico even as they identify with the host community in the US (Sánchez, 2007). Transnational theory directly challenges curricula notions of assimilation to Eurocentric norms and recognizes curricula beyond nation-state to advocate schools partner with immigrant families and communities to establish a global worldview.
Method
This research was conducted as an exploratory study of the convergence of transnationalism, Latinx immigration students, and education and its impact on teachers’ notions of global-minded teaching and learning. The study was conducted from May 2017-to-date and the research site was a Title I school at the U.S. - Mexico border. Participants comprised three school administrators, six teachers, eight students, four parents, two teacher educators, one from a local university and one from Mexico, and four community members with close connections to the US and Mexico.
Data Sources
Data consisted of a survey and response to open-ended statements; autobiographical statements; district documents on student demographics, language policy, Annual Report Card for 2016-17 and programs offered; school website, bulletin boards, and events brochures; and interviews with teachers, administrators, parents and community members.
Results
Findings from this exploratory study revealed that in an increasingly globalized world, the U.S.-Mexico border is a site where the convergence of transnational interactions, Latinx immigrant students and education expands teachers’ notion of global mindedness, culturally responsive pedagogy, and the value of bilingual teaching and learning. Rather than viewing immigrant students from a deficit perspective, and expecting cultural assimilation in an English-Only environment, teachers who are global-citizen-scholars are committed to educating responsibly were more open to transnational worldviews, students were more appreciative of teachers’ support, and Latinx parents and communities felt included as partners in school decisions.
Scholarly Significance of the Study
This study is significant as it provides evidence that the convergence of transnationalism, Latinx immigrant students, and education promotes a school environment conducive to culturally and linguistically responsive teaching. Future teachers would benefit from working with transnational students and communities as part of their field experiences and developing pedagogies that are open to transcultural knowledge rather than focusing on national narratives of assimilation and acculturation.

Author

• Suniti Sharma, Saint Joseph's University