Crossing Borders to Teach: A Literature Review of (dis)Location, Interconnectedness, and Pedagogy
Keywords:sexual-minorities, immigrants, barriers, educators
AbstractUsing postfoundationalism as a theoretical guide, the author by way of a literature review examines the notion of (dis)location with educators who cross borders for work. The author uses sexuality, citizenship, and racial lenses to compare and analyze competing bodies of work that deal with crossing borders. After an analytical comparison is offered, the author highlights a gap in the literature when it comes to understanding transitions to a new country and to a new workplace. As reflected in the literature, the conclusion encourages institutions to become more proactive in their steps towards inclusion.
Alberts, H. C. (2008). The challenges and opportunities of foreign-born instructors in the
classroom. Journal of Geography in Higher Education, 32(2), 189-203.
Amobi, F. A. (2004). Crossing borders: Reflections on the professional journey of a teacher
educator in diaspora. Intercultural Education, 15(2), 167-178.
Andersson, P. & Guo, S. (2009). Governing through non/recognition: The missing ‘R’ in the
PLAR for immigrant professionals in Canada and Sweden. International Journal of Lifelong Education, 28(4), 423-437.
Bhabha, H. (1994). The location of culture. New York, NY: Routledge.
Bérubé, A. (1989). Marching to a different drummer: Lesbian and gay GIs in World War
II. In M. Duberman, M. Vicinus & G. Chauncey, Jr. (Eds). Hidden from history: Reclaiming the gay and lesbian past (pp. 383-394). New York, NY: NAL Books.
Cantú, L., Luibhéid, E., & Stern, A. (2005). Well-founded fear: Political asylum and the
boundaries of sexual identity in the U.S. – Mexico borderlands. In E.
Luibhéid & L. Cantú (Eds.), Queer migrations: Sexuality, U.S. citizenship, and border crossings
(pp. 61-74). Minneapolis, MN: University of Minnesota Press.
Chang, W. (2007). Cultural competence of international humanitarian workers. Adult Education
Quarterly, 57(3), 187-204.
Chávez, K. R. (2011). Identifying the needs of LGBTQ immigrants and refugees in Southern
Arizona. Journal of Homosexuality, 58(2), 189-218.
Collins, J. M. (2008). Coming to America: Challenges for faculty coming to United States'
universities. Journal of Geography in Higher Education, 32(2), 179-188.
Edwards, R. & Usher, R. (2008). Globalisation and pedagogy: Space, place and identity (Rev.
Ed). New York, NY: Routledge.
Elbaz-Luwisch, F. (2004). Immigrant teachers: Stories of self and place. International Journal of
Qualitative Studies in Education, 17(3), 387-414.
Elliott, A. & Urry, J. (2010). Mobile lives. Abingdon, UK: Routledge.
English, L. (2006). Postfoundationalism in adult education. In T. Fenwick, T. Nesbit, & B.
Spencer (Eds.), Contexts of adult education: Canadian perspectives (pp. 105-115). Toronto, Canada: Thompson Educational Publishing.
English, L. (2004). Third space/Identity montage and international adult educators. In P.
Ninnes & S. Mehta (Eds.), Re-Imagining Comparative Education (pp. 225-240). London, UK: Routledge-Falmer.
Ezer, H. (2006). Teacher educators' narratives in a multicultural society: A critical discourse
analysis and cultural identity. Teacher Education and Practice, 19(2), 229-244.
Fairbairn, B. (2005). Gay rights are human rights: Gay asylum seekers in Canada. In B. Epps, K.
Valens, & B. Johnson González (Eds.), Passing lines: Sexuality and immigration
(pp. 237-252). Cambridge, MA: Harvard University Press.
Fisher, D. (2003). Immigrant closets: Tactical-micro-practices-in-the-hyphen. Journal of
Homosexuality, 45(2/3/4), 171-92.
Freire, P. & Faundez, A. (2001). Learning to question: A pedagogy of liberation. In A. Freire &
D. Macedo (Eds.), The Paulo Freire reader (pp. 186-230). New York, NY: Continuum.
Grace, A. (2001). Using queer cultural studies to transgress adult educational space. In V.
Sheared & P. Sissel (Eds.), Making space: Merging theory and practice in adult education (pp. 257-270). Westport, CT: Bergin & Garvey.
Guzmán, M. (1997). Pa’ la escuelita con mucho cuida’o y por la orillita’: A journey through the
contested terrains of the nation and sexual orientation. In F. Negrón-
Muntaner & R. Grosfoguel (Eds.), Puerto Rican jam: Essays on culture and politics (pp. 209-228). Minneapolis, MN: University of Minnesota Press.
Hemphill, D. (2001). Incorporating postmodernist perspectives into adult education. In V.
Sheared & P. Sissel (Eds.), Making space: Merging theory and practice in adult education (pp. 15-28). Wesport, CT: Bergin & Garvey.
Hill, R. (2006). What’s it like to be queer here? New directions for adult and continuing
education, 112, 7-16.
Koert, E., Borgen W. & Amundson, N. (2011). Educated immigrant women workers doing well
with change: Helping and hindering factors. The Career Development Quarterly, 59(3), 194-207.
Kuntsman, A. (2009). The currency of victimhood in uncanny homes: Sexual minority
immigrants’ claims for home and belonging through anti-homophobic organizing. Journal of Ethnic and Migration Studies, 35(1), 133-149.
Li, G. (2006). Navigating multiple roles and multiple discourses: A young Asian female scholar's
reflection on supervising and teaching fellow Asian students. In G. Li & G. H. Beckett (Eds.), "Strangers" of the academy: Asian women scholars in higher education (pp. 118-133). Sterling, VA: Stylus Publishing.
Liang, X. (2006). Professing in a non-native tongue: narratives of three Chinese-speaking
women faculty. In G. Li &G. H. Beckett (Eds.), Strangers of the academy: Asian women scholars in higher education (pp. 85-104). Sterling, VA: Stylus Publishing.
Luibheid, E. (1998). "Looking like a lesbian": The organization of sexual monitoring at the
United States-Mexican border. Journal of the History of Sexuality, 8(3), 477-506.
Luibheid, E. (2004). Heteronormativity and immigration scholarship: A call for change. GLQ: A Journal of Lesbian and Gay Studies, 10(2), 227-235.
Manrique, G. G. & Manrique, C. G. (1993). Non-European immigrants among political science
faculty: American higher education and the new wave of immigration. Paper presented at the Annual Meeting of the American Political Science Association, Washington, DC.
Marvasti, A. (2005). U.S. academic institutions and perceived effectiveness of foreign-born
faculty. Journal of Economic Issues, 39(1), 151-176.
Author (2012, April).
Author (in press, a).
Author (in press, b).
Naples, N. & Vidal-Ortiz, S. (2009). Editors’ introduction. In N. Naples & Vidal-Ortiz (Eds.),
The sexuality of migration: Border crossings and Mexican immigrant men (pp. 1-20). New York, NY: New York University Press.
Randazzo, T. (2005). Social and legal barriers: Sexual orientation and asylum in the United
States. In E. Luibhéid & L. Cantú (Eds.), Queer migrations: Sexuality, U.S. citizenship, and border crossings (pp. 30-60). Minneapolis, MN: University of Minnesota Press.
Schmidt, C. (2010). Systemic discrimination as a barrier for immigrant teachers. Diaspora,
Indigenous, and Minority Education, 4(4), 235-252.
Shan, H. (2009). Shaping the re-training and re-education experiences of immigrant women: The
credential and certificate regime in Canada. International Journal of Lifelong Education, 28(3), 353-369.
Solomon, A. (2005). Trans/migrant: Christina Madrazo’s all-American story. In E. Luibhéid &
L. Cantú (Eds.), Queer migrations: Sexuality, U.S. citizenship, and border crossings (pp. 3-29). Minneapolis, MN: University of Minnesota Press.
Terry, J. (1999). An American obsession: Science, medicine and homosexuality in modern
society. Chicago, IL: University of Chicago Press.
Warner, M. (1993). Introduction: Fear of a queer planet. Social Text, 29, 3-17.
Wright, T. (2000). Gay organizations, NGOs, and the globalization of sexual identity: The case
of Bolivia. Journal of Latin American Anthropology, 5(2), 89-111.
How to Cite
Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:
- The right to publish the article in print and electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
- The right to be the sole publisher of the article for a period of 12 months;
- The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the CJSAE;
- The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
- The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;
- The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
- As the author(s), the CJSAE wishes you to retain the right to republish the article, with acknowledgement of the CJSAE as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
- As the author(s), the CJSAE withes you to retain the right to place the article on your personal Web page or that of your university or institution. The CJSAE askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Canadian Journal for the Study of Adult Education, <Year>, <Volume>, <Issue>, <Page Numbers>.
BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.
SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE CJSAE AND TO OBTAIN SUCH PERMISSION. THE CJSAE WILL NOT PAY ANY PERMISSION FEES. SHOULD THE CJSAE BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SHUCH PERMISSSION PRIOR TO PUBLICATION.
AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.
Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.
This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).