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Volume 88, Issue 4
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402


Saavedra discusses how children in the borderlands can inform our language and literacy practices through the Latin American literary genre known as . Drawing from the work of Chicana/Latina feminist pedagogy, I frame my with language and literacy in three different moments in my life. Through these t, I make connections to the lived realities of many border crossers in the US, arguing that immigrants, border crossers, and transnational children have important lessons to teach us about language and literacy. Furthermore, continues the project of critical pedagogy through the political act of remembering, as that is also a way to reconnect language with body and consciousness in order to act upon the world. Suggestions for using in the classroom are presented.


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  • Article Type: Research Article
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