ABSTRACT

Drawing from an ethnographic study with families who relocated from the United States to Mexico, I explore what I call parents’ transborder pedagogies of the home, or the home-based educational practices that adults with experiences across transnational institutions draw upon to prepare their children for life and learning on both sides of the border. I argue it is important to understand parents of forced repatriation as transborder thinkers who draw upon a range of transnational knowledges that push against mononational expectations to educate their children and make challenging schooling decisions. Findings illustrate how caregivers and children may vary in their alignment regarding these decisions, especially when U.S.-born children’s return to the United States for schooling would entail new arrangements of family separation due to the lack of authorised pathways for their parents’ return.

摘要

从对从美国搬到墨西哥的家庭进行的民族志研究中，我探索了我所谓的父母跨界家庭教育法，或者具有跨跨国机构经验的成年人利用家庭教育实践来为他们的孩子做好准备边境两边的生活和学习。我认为，重要的是将被迫遣返的父母理解为跨国思想家，他们利用一系列跨国知识来反对单一国家的期望来教育他们的孩子并做出具有挑战性的学校决定。调查结果说明看护人和儿童在这些决定方面的一致性可能如何不同，特别是当美国