ABSTRACT
This essay offers an insight into the author’s experiences in the borderlands, where border knowledge and border identities are constructed. Her narration details how she inhabits the borderland spaces of bilinguality, binationality, and interculturality; how she negotiated disparate cultural representations and exercised personal and collective agency to implement teaching and therapy frameworks that make sense in these spaces. Her narration highlights hope, possibility, and the right to dream in a way that reflects the reality of a borderland experience. Her analysis is grounded in a decolonization paradigm that provides an alternative departure and a framework for theory- and practice-building that decenters the status quo of inequities generated and maintained by the cultural, social, and economic capital of dominant groups.
