with which to reconsider teacher education and professional development.
Data Source:
The data comes from field notes and program documents collected by the presenter
following participation in various meetings and faculty retreats between the two
university faculty since 2002. In addition, a monograph from the border pedagogy
conference will provide a rich data source for the presentation.
Section II: Outcomes and Methods
S
ESSION
P
URPOSE
:
To promote international ownership and authorship of border pedagogy knowledge,
dispositions (attitudes, values, and beliefs), and skills
S
ESSION
O
BJECTIVES
:
To examine two innovative, leading edge efforts: an international Border Pedagogy
Conference and the development of a dual master’s degree in Border Pedagogy
B. Methods:
The session outline for 10-15 active participants follows:
Session background/ introductions
5 minutes
Introduction of task by facilitator
10 minutes
Presentation of data
15 minutes
First round of public analysis
8 minutes
Second round of public analysis
7 minutes
Synthesis by presenter
5 minutes
Closure
10 minutes
S
IGNIFICANCE
TO
THE
F
IELD
OF
E
DUCATION
:
In the U.S., dropout rates for Latinos and American Indians hover between forty and fifty
percent, almost double that for African Americans and triple that for Caucasians
(Kitchen, Velaquez & Myers, 2000). Similar outcomes can be seen in Mexico for
indigenous people. Educators need to develop new paradigms, therefore, that empower
teachers, parents, students, and policy makers to transform the educational failures that
are most observable in border regions and that are relevant to educational transformation
and social justice everywhere.
Convention