Drawing primarily on interview data from a 5-year ethnography on the school experiences of Mexican immigrant children in a New Latino Diaspora community, we explore how their teachers understood and responded to increasing deportation-based immigration practices affecting children's lives. We illustrate how teachers fell along a continuum regarding their desire and success in pushing beyond their comfort zones to create spaces in which they learned from, and built on, students' immigration experiences. We argue for teacher education that prepares educators to become border crossers who engage with aspects of difference, such as immigration status, that are rarely discussed in schools.
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Gallo et al. (2016) studied this question.
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