The purpose of this paper is to provide comparative perspectives on how educators teach issues that affect two countries with a history of governmental tensions. The investigation examines how teachers in Cuban classrooms engage in discourses on the recent developments in Cuban and US relations, including the teaching of historical and territorial issues. This research considers border pedagogy, critical border dialogism and critical border praxis as approaches for those who educate on the effects of US international policies. Ultimately, pragmatic hope offers the possibilities for an emergent third space for Cuban and US relations, including educational exchanges.,The research took place in Cuba during an educational exchange to Cuban secondary and university educational sites. Cuban educators of pedagogy and social education engaged in dialogue and shared information on how they address US international policies during their classroom discussions. The researcher employed methodologies that followed Stake’s (2000) model for a substantive case study. Impressions, data, records and salient elements at the observed site were recorded. Transcriptions were documented for face-to-face interviews and hour-long focus group sessions. Participants also logged responses to written survey questions. The study focused on how Cuban educators taught, discussed and addressed the US international policies in classrooms.,Heteroglossia, meliorism, critical cosmopolitanism, nepantla, dialogic feminism and pragmatic hope were components of the data analysis. Heteroglossia was an essential consideration throughout the study as multiple interpretations of Cuban and US interconnectedness emerged. Meliorism factored into Cuban educators’ commitments to their professions. Critical cosmopolitanism developed as educators put forth different conceptualizations of human rights and democracy. Nepantla emerged as a key aspect as indigenous and self-determined viewpoints emerged. Dialogic feminism was preeminent as patriarchy continues to exist, despite a new awareness of gender roles and gender violence. Pragmatic hope offers possibilities for a transnational community of inquiry and collaboration.,The most obvious limitation to this study is, as a case study, the limited scope of perception.,If future relations between Cuban and the US are deemed uncertain, critical border praxis has an essential role in addressing new sets of uncertainties. This study recommends that educational communities engage in discourses addressing ongoing issues facing the dynamic, fluid border environs. Critical border praxis provides conditions in which we, as educators and members of diverse communities of learners, become cross-borders and broaden the possibilities to achieve what had been considered the unattainable. Resources need to be prioritized and redirected toward educational efforts on national, state and local levels so critical border praxis becomes a reality.,Through transnational and transborder engagements, such as educational exchanges, both US and Cuban educators are provided opportunities to reflect on the strengths and weaknesses of their own educational systems. The role of education, formal and informal, then serves to transform perceptions one-by-one, school-by-school, community-by-community and to influence policy makers to reconstruct education country-by-country as part of pragmatic hope for an enduring Pax Universalis. Pax Universalis serves as a third space where transborder students and educators alike are positioned as co-creators of knowledge and agents of change.,This study proposes a new emergent third space resulting from critical border dialogism that utilizes border pedagogy and critical pedagogies of place to seek new zones of mutual respect and cooperation among educators. Common educational understandings are the key starting point for a critical border praxis that facilitates ongoing dialogue between the two countries and offers pragmatic hope for the futures of both nations and opportunities to ameliorate relationships. An emergent third space is possible through sustained critical border praxis, a praxis that seeks to address points of contention and the bridges that need crossing between the two neighboring countries.

中文翻译：

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“尽管世界是这样的”

本文的目的是就教育者如何教授影响两个有着政府紧张历史的两个国家的问题提供比较观点。这项调查研究了古巴教室中的教师如何就古巴和美国关系的近期发展，包括历史和领土问题的教学进行讨论。这项研究将边界教育学，关键边界对话和关键边界实践视为对美国国际政策的影响进行教育的人们的方法。最终，务实的希望为建立古巴和美国关系的第三空间提供了可能性，包括教育交流。这项研究是在古巴与古巴的中学和大学教育地点进行教育交流时进行的。古巴的教育学和社会教育教育家进行了对话，并在课堂讨论中分享了有关如何处理美国国际政策的信息。研究人员采用遵循Stake（2000）模型的方法进行了实质性案例研究。记录观察部位的印象，数据，记录和显着元素。记录了谈话内容，以便进行面对面的采访和长达一个小时的焦点小组会议。参与者还记录了对书面调查问题的回答。该研究的重点是古巴教育工作者如何在课堂上教授，讨论和解决美国的国际政策。数据分析的组成部分包括：异语症，神智主义，批判世界主义，nepantla，对话女权主义和务实的希望。随着对古巴和美国相互联系的多种解释的出现，异语症是整个研究中必不可少的考虑因素。军国主义成为古巴教育工作者对其职业的承诺。随着教育家提出了关于人权和民主的不同概念，批判世界主义发展了。随着土著和自决观点的出现，Nepantla成为关键方面。尽管父权制继续存在，尽管对性别角色和性别暴力有了新的认识，但对话主义女权主义仍然盛行。务实的希望为跨国的调查与合作社区提供了可能性。作为一个案例研究，该研究最明显的局限是认识范围有限。如果古巴与美国之间的未来关系被认为是不确定的，关键的边境实践在解决新的不确定性方面起着至关重要的作用。这项研究建议教育界参与各种讨论，以应对不断变化的动态边界环境所面临的持续问题。严格的边界实践为我们作为教育者和学习者的多元化社区的成员提供了条件，使他们成为跨界的人，并扩大了实现被认为无法实现的可能性。需要对资源进行优先排序，并将其重新分配给国家，州和地方各级的教育工作，以使重要的边境实践成为现实。通过跨国和跨国界的参与，例如教育交流，美国和古巴的教育工作者都可以有机会反思其优势和他们自己的教育体系的弱点。教育的作用 正式和非正式的服务，然后就可以以一种，一种学校，一种社区的方式来转变观念，并影响政策制定者以国家为单位重建教育，这是对持久的Pax Universalis务实希望的一部分。Pax Universalis是第三空间，跨境学生和教育工作者都被定位为知识和变革推动者的共同创造者。这项研究提出了一种新的新兴第三空间，它是由临界边界对话主义产生的，它利用了边界教育学和地方教育方法寻求教育者之间相互尊重和合作的新领域。共同的教育理解是关键的边界实践的关键起点，边界实践有助于两国​​之间进行不断的对话，并为两国的未来提供务实的希望，并为改善关系提供了机会。通过持续的关键边界实践，可能会出现第三个空间，这种实践旨在解决争端和需要在两个邻国之间跨越的桥梁。