Spatially Situated Conocimiento
The Knowledge and Movidas of Transfronteriza Community College Students at US Ports of Entry
Bibliographic Data
| ID | 17714905 |
|---|---|
| Authors | Tanya J Gaxiola Serrano (0000-0002-7206-5212, San Diego State University, corresponding author) |
| Year | 2026 |
| Pages | 1-14 |
| Publication date | 2026-01-24 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Equity & Excellence in Education (JOURNAL) |
| Journal identifiers | ISSN: 1066-5684 • E-ISSN: 1547-3457 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10665684.2026.2614953 |
| OpenAlex | W7125588966 |
| Language | EN |
| References cited | 29 |
Community college · Community of practice · Higher education · Knowledge level · Situated · Situated learning · Cross-Border Cooperation and Integration · International Student and Expatriate Challenges · Place Attachment and Urban Studies
Fundamentals of Qualitative Research
Transborder Literacies of (In)Visibility
Transborder DisCrit
‘Siento que el inglés esta tumbando mi español’
Border Lives
Chicana Movidas
Border People
Using a Chicana Feminist Epistemology in Educational Research
Border rootedness as transformative resistance
Toward an epistemology of a brown body
Vamos a caminar
Feminista pláticas as a methodological disruption
Creating Change in Higher Education Through Transfronterizx Student-led Grassroots Initiatives in the San Diego-Tijuana Border Region
Trust, Privilege, and Discretion in the Governance of the US Borderlands with Mexico
Education in Citizenship on the U.S./Mexico Border
A Curriculum of the Borderlands
A Completely Different World”
Transfronterizo Children’s Literacies of Surveillance and the Cultural Production of Border Crossing Identities on the U.S.–Mexico Border
Reflections from the U.S.–Mexico borderlands on a “border-rooted” paradigm in higher education
Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework
| Citation velocity | historical |
|---|---|
| Highly cited | No |