Social Studies Education on the United States and Mexico Border: Border Pedagogy, International Policies, and High Stakes Testing

  • Timothy G. Cashman University of Texas at El Paso
  • Benjamin R. McDermott University of Texas at El Paso

Abstract

The key objective of this investigation was to uncover the teachings of United States international policies from educators at a United States high school in close proximity to the United States and Mexico border. Eight social studies instructors and two administrators were interviewed with regard to how historical and current United States policies are addressed in the curriculum, classroom discussions, and assessment. Based on the data analysis, border pedagogy is considered as a viable approach in lieu of the current emphasis on single measure, high stakes testing.

Author Biographies

Timothy G. Cashman, University of Texas at El Paso
Timothy G. Cashman is Associate Professor of Social Studies Education and Curriculum in the Department of Teacher Education at the University of Texas at El Paso. He teaches undergraduate and graduate courses in social studies education, multicultural education, and curriculum studies.
Benjamin R. McDermott, University of Texas at El Paso
Benjamin R. McDermott serves as adjunct faculty and is a doctoral candidate in the Teaching, Learning, and Culture program at the University of Texas at El Paso.
Published
2013-11-01
Section
Articles