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

Area of Science:

• Education
• Sociology
• Transnational Studies

Background:

• Eurocentric and nation-bound assumptions in education limit inclusivity for transnational youth.
• Teacher preparation programs often overlook the unique needs and experiences of transnational students.

Purpose of the Study:

• To examine how organizational behaviors in education, specifically teacher preparation, can inclusively serve transnational youth.
• To understand the experiences of Mexican-origin returnees and transnational migrants in English teacher preparation programs in Mexico.
• To recognize and describe experiences shaping their English teaching practices and professional commitments.

Main Methods:

• Longitudinal qualitative study utilizing narrative inquiry.
• Involved 28 Mexican-origin pre-service English teachers.
• Guided by frameworks of decoloniality and transnationalism.

Main Results:

• Participants recalled U.S.-based teaching approaches as superior to Mexican ones.
• Cross-cultural adaptation experiences contributed to professional identity and international-mindedness.
• Decolonial practices can be compared and adopted to enhance teacher preparation.

Conclusions:

• Teacher preparation programs can cultivate culturally responsive pedagogies that transcend national boundaries.
• Decolonial and transnational perspectives can transform educational practices and policies.
• Shifting organizational behaviors in education is key to serving transnational youth effectively.