Abstract
This article presents the stories of two groups of transnational language educators of Mexican origin currently working in Mexico and the United States. The stories of the two groups are presented as part of the ongoing circular nature of the US-Mexico migration dynamics. Through life-history research data, we explore the role played by the circumstances and conditions under which the migratory movements are made in the development of these teachers’ professional and national identities. The stories show that, as these individuals navigated their migratory movements, critical experiences emerged, which required them to adopt new subject positions and influenced their social and professional trajectories. The conclusions suggest that while circular migration flows currently taking place in the US-Mexico context create professional opportunities for transnational language educators, they can also create inequalities between the countries involved because of their existing socioeconomic differences.
Resumen
Este artículo presenta las historias de dos grupos de profesores de lenguas transnacionales de origen mexicano que actualmente trabajan en México y en los Estados Unidos. Las historias de ambos grupos se presentan como parte de la naturaleza circular y continua de la dinámica migratoria entre los Estados Unidos y México. Partiendo de datos de investigación de sus historias de vida, exploramos cómo las circunstancias y condiciones bajo las cuales se crean los movimientos migratorios influyeron en la evolución de las identidades profesionales y nacionales de estos/as educadores/as. Las historias revelan que mientras estas personas vivían sus movimientos migratorios surgieron experiencias cruciales que les exigieron adoptar nuevas posiciones de sujeto y que influyeron en sus trayectorias sociales y profesionales. Las conclusiones sugieren que aunque los flujos migratorios circulares que actualmente ocurren en el contexto de México y los Estados Unidos crean oportunidades profesionales para los educadores de idiomas transnacionales, también pueden crear desigualdades entre los países involucrados debido a sus diferencias socioeconómicas.
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The authors wish to thank the transnational teachers who participated in the study. We also thank the anonymous reviewers for the useful feedback they provided on earlier versions of our manuscript.
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Mora Vázquez, A., Trejo Guzmán, N.P. & Crosnoe, R. “The grass is always greener on the other side”: Transnational language teachers in Mexico and the United States. Lat Stud 18, 82–103 (2020). https://doi.org/10.1057/s41276-019-00241-8
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DOI: https://doi.org/10.1057/s41276-019-00241-8