ABSTRACT
Border pedagogy offers the opportunity for students to engage the multiple references that constitute different cultural codes, experiences, and languages. What is at stake here is developing a border pedagogy that can fruitfully work to break down ideologies, cultural codes, and social practices that prevent students from recognizing how social forms at particular historical conjunctures operate. As part of the theoretical project, a theory of border pedagogy needs to address the important question of how representations and practices that name, marginalize, and define difference as the devalued Other are actively learned, interiorized, challenged, or transformed. Central to the notion of border pedagogy are a number of important pedagogical issues regarding the role that teachers might play within the interface of modern and postmodern concerns that have been taken up in this essay. The chapter offers some considerations of how the critical insights of a postmodernism of resistance can be deepened within a theory of border pedagogy.
