“WOW, this is so great!!!  The videos are incredible. You should know that the students seem truly engaged and invested in this unit.”
Michael Batt
8th Grade Social Studies teacher
Amigos School, Cambridge, MA

“I am so inspired by you and so very worried about all of the immigrants at the border, especially the kids. I am so proud of the students for taking this next step to reach out.”
Mary Thrond
Professor of Spanish, College Now Spanish
University of Minnesota, Morris, MN

Border fence at Ascarate Park, El Paso, TX

Your support allows me to:

  • Create new, up-to-date educational videos on the impact of border policies on life in El Paso

  • Consult with school teachers and experiential educators on border curriculum

  • Expand bibliography of border curriculum materials

  • Develop partnerships with schools across the US

While immigration enforcement expands and the border is found in all parts of this country, most people lack an embodied understanding of the reality of life at the boundary. I want all of our children to have an expansive understanding of what the borderland means. As an experiential educator, I have worked with teachers in Massachusetts and Minnesota, and consulted on border curriculum for outdoor educators at Outward Bound and the National Outdoor Leadership School.

Curriculum follows the experience of migrants on their journey today through the El Paso region:

  • Tailored video segments with prompts for classroom reflection

  • Creative, experiential initiatives that embody border learning

  • Connections to bilingual border resources in English and Spanish

  • Tailored experiential service projects based on current needs in El Paso and Juárez, Mexico

Curriculum Outcomes:

Students understand the present context for migration from Central America including economic, climate, and political factors, as well as the history of asylum-seeking.

Students engage with an on-the-ground view of the spaces that migrants move through including ports of entry, the Rio Grande River, detention facilities, and migrant shelters.

Students experience a wide perspective on the border region which surpasses militarization and includes the acknowledgement of suffering and injustice alongside a rich context of cultural exchange and connection.

Students make a personal connection with young people their age in El Paso, both migrants and locals

Students make connections between the border as it appears in El Paso, Texas, and the border as it appears where they live.

Students recognize ways in which they can be in active solidarity with migrants and everyone affected by the divisions of the border today.

Home is both ‘here’ and ‘there’ or somewhere in between. Sometimes it’s nowhere…the border is no longer located at any fixed geopolitical site. I carry the border with me and I find new borders wherever I go.
Guillermo Gomez-Pena, Free Trade Art Agreement