In this case study, the author showcases a Mexican teen’s testimonios, crossing borders through poetry and art. The author grounds this work within Anzaldúa’s nepantla (in‐between space) and nepantlera border artist notions and draws from Sepúlveda’s pedagogy of acompañamiento (accompaniment). During a larger project, the author, a former teacher, reunited with former elementary students the summer before 10th grade. The author focuses on one participant, Valeria, and her nepantlera border artist empathy, revealing her embodied experiences over time. The author seeks to show how acompañamiento coupled with testimonios creates apertures across time. Implications include a teacher’s acompañamiento in establishing creative nepantla spaces outside of traditional educational structures. This fosters confianza (trust) to express testimonios, uncovering a holistic understanding of students’ lives. Testimonios in this study promote healing, empowerment, and transformation amid various modalities for students in the educational system, creatively enhancing teachers’ literacy instruction.

中文翻译：

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陪伴尼泊尔边境艺术家的移情：一位墨西哥青少年的治疗，增强能力和改造的见证

在本案例研究中，作者展示了墨西哥青少年的证词，他们通过诗歌和艺术跨越国界。作者以安扎尔杜阿的nepantla（在空间之间）和nepantlera边界艺术家的观念为基础，并借鉴了塞普尔韦达的acompañamiento教育学（伴奏）在一个较大的项目中，作为一名前老师的作者在10年级之前的夏天与以前的小学生团聚。作者重点介绍了一位参与者瓦莱里亚（Valeria）和她的尼泊尔边境艺术家的同情心，揭示了她随着时间的流逝而经历的经历。作者力图证明acompañamiento与见证相结合如何在整个时间范围内创造出光圈。含义包括在传统教育结构之外建立创造性的nepantla空间的老师的理解。这可以培养信任感（confianza）（信任）来表达见证，从而揭示出对学生生活的整体理解。本研究中的见证在教育系统中以各种方式促进康复，赋权和转化，从而创造性地增强了教师的素养教育。