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Anzaldúa’s theoretical concept of borderlands positions border-crossing experiences as powerful tools for generating new ways of thinking and teaching. Building on this idea, this paper explores how we, three transnational bilingual early childhood education teacher educators, strive to challenge the monolingual ideology that creates a border between “us” and “them” in our classrooms. Through critical reflections, we examined moments where we encountered superficial discourse on inclusion. We discovered moments with the potential to transcend these borders through affective connections and attunement to the cultural and linguistic Other. This study contributes to discussions on critical multicultural education in teacher education.