Transnational educational research in four countries: Promoting Critical border praxis

Abstract

This research took place in the following four countries: Malaysia, Mexico, Canada, and the United States (US). Educators in each country reported on how they addressed US international policies in their respective curricula. Critical border praxis emerged as a theoreticalconstructasaresultofthesetransnationalstudies.Criticalborderpraxisprovides a contemplation of the intersection of place-based and border pedagogies, as well as how pedagogies are central to understanding one’s own situated-ness. The findings of this study includerecommendationsforadditionalin-depthdiscussionsofinternationalpoliciesinthe US social studies curriculum. Implications for educators elsewhere are alsoarticulated.