Transnational Lessons from Mexican-origin Border Crossing Future Teachers: Decolonizing Teacher Practices

• In Event: Transnational Perspectives in Bilingual Education: Honoring Community Knowledge and Fostering Equity

Abstract

This study examines the unique experiences and perspectives of Mexican-origin transnational pre-service English teachers in Mexico. By focusing on their reflections on identity and ethnicity, the research aims to understand how their transnational backgrounds influence their teaching practices and professional identities. The study is situated within the historical and socio-political context of the US-Mexico relationship, tracing the evolving ethnic labels and identities resulting from centuries of migration and cultural exchange (Gómez, 1992; Velasco, 2004).

The research centers on 22 pre-service English teachers studying for a BA in TESOL at two Mexican public universities and took over 15 months to collect interview data with each participant in two, 90 minute interviews. These individuals have lived both in Mexico and the US, experiencing varying degrees of acceptance and discrimination on both sides of the border. Their dual-nationality backgrounds and native-like English proficiency position them uniquely within the Mexican educational system, where English language skills are in high demand (Petrón, 2009).

The study employs a qualitative narrative inquiry approach, utilizing interviews to collect data. Analysis reveals that participants' transnational experiences significantly shape their professional identities and teaching philosophies. Many participants reported feeling stigmatized for their English proficiency in Mexico, yet they view this skill as an essential asset for professional success. Their experiences in the US education system, which they often found more supportive, contrast with their struggles in Mexican schools, where they frequently felt misunderstood by teachers (Kleyn, 2017).

The findings highlight the concept of "funds of knowledge," which encompasses the skills, experiences, and knowledge acquired through transnational living (Moll et al., 1990; González & Moll, 2002). These funds of knowledge are vital in shaping the participants' teaching identities and practices. For instance, one participant noted, “I think I like more the American school system, because they help you into getting to level and they put more emphasis in your development”, highlighting the perceived supportiveness of the US educational system. Another participant reflected on the advantages of bilingualism, stating, “My purpose [is to] become an English teacher. Enjoy what I do, help other people and raise my kids the best way”. These reflections illustrate how participants aim to leverage their bilingual and bicultural skills to support students with similar backgrounds, providing a more empathetic and inclusive educational environment (Hamann, Zuñiga, & Sánchez García, 2008; Authors, 2022).

The co-authors are careful to explain that the mistreatment endured by Mexican origin transnational youth is often a postcolonial response within Mexico, a point they have carefully explored in several publications (e.g. Authors, 2022; 2023). Implications for the field suggest that recognizing and integrating transnational funds of knowledge into teacher education programs can enhance the effectiveness of bilingual and bicultural teachers. By fostering a deeper understanding of transnational identities and experiences, educational institutions can better support the professional development of teachers who navigate multiple cultural and linguistic contexts (Smith & Guarnizo, 1998; Sanchez, 2007). This approach can lead to more inclusive and responsive teaching practices, ultimately benefiting students in diverse educational settings (Elenes, 2001; Giroux, 2005).

Authors

• G. Sue Kasun, Georgia State University

• Irasema Mora-Pablo, Universidad de Guanajuato

• Zurisaray Espinosa, Kennesaw State University