Given mainstream narratives that depict the borderlands as a place of fear and violence, this study offers alternative visuals that highlight how transfronterizx children view their language and literacy practices in relation to their experiences in the Texas–Mexico borderlands. The study draws on borderlands biliteracies and critical childhood studies to analyze the children's fotografías and photo-elicitation interviews. The findings demonstrate how the children were reading and writing the world through the lens of borders and border crossing. These perspectives and worldviews have implications for how schools can more responsively and humanely serve children who live and learn across—and within—boundaries of social, cultural, and physical geographies.
Nuñez et al. (Sun,) studied this question.