Key sections of the North American Free Trade Agreement (NAFTA) deal with temporary labor mobility. Ideally, NAFTA status provisions should make the temporary movement of professionals easier across the border of all NAFTA countries. However, in the case of some key sectors, it is arguably not the case. Within the context of recent literature on cross-border trade, city regions, regionalism, international labor mobility, and post-September 11 security measures, this book probes the dynamics of transitory immigration of ‘knowledge-workers’ between the North American west coast city regions of Vancouver, Seattle, and the greater San Francisco Bay and Silicon Valley area. This book includes in-depth interviews with Canadian and US immigration officials, immigration attorneys and executives and professional staff of new technology firms and Fortune 500 companies. It ultimately explores whether or not the Canada–US border is an impediment to the development of a cross-border high-tech clusters.

The northern and southern borders and borderlands of the United States should have much in common; instead they offer mirror articulations of the complex relationships and engagements between the United States, Mexico, and Canada. In North American Borders in Comparative Perspectiveleading experts provide a contemporary analysis of how globalization and security imperatives have redefined the shared border regions of these three nations. This volume offers a comparative perspective on North American borders and reveals the distinctive nature first of the overportrayed Mexico-U.S. border and then of the largely overlooked Canada-U.S. border. The perspectives on either border are rarely compared. Essays in this volume bring North American borders into comparative focus; the contributors advance the understanding of borders in a variety of theoretical and empirical contexts pertaining to North America with an intense sharing of knowledge, ideas, and perspectives. Adding to the regional analysis of North American borders and borderlands, this book cuts across disciplinary and topical areas to provide a balanced, comparative view of borders. Scholars, policy makers, and practitioners convey perspectives on current research and understanding of the United States’ borders with its immediate neighbors. Developing current border theories, the authors address timely and practical border issues that are significant to our understanding and management of North American borderlands. The future of borders demands a deep understanding of borderlands and borders. This volume is a major step in that direction. Contributors Bruce Agnew Donald K. Alper Alan D. Bersin Christopher Brown Emmanuel Brunet-Jailly Irasema Coronado Guadalupe Correa-Cabrera Michelle Keck Victor Konrad Francisco Lara-Valencia Tony Payan Kathleen Staudt Rick Van Schoik Christopher Wilson

Open Borders to a Revolution is a collective enterprise studying the immediate and long-lasting effects of the Mexican Revolution in the United States in such spheres as diplomacy, politics, and intellectual thought. It marks both the bicentennial of Latin America’s independence from Spain and the centennial of the Mexican Revolution, an anniversary with significant relevance for American history. The Smithsonian partnered with several institutions and organized a series of cultural events, among them an academic symposium whose program was envisioned and developed by the editors of this volume: “Creating an Archetype: The Influence of the Mexican Revolution in the United States.” The symposium gathered scholars who engaged in conversation and debate on several aspects of U.S.-Mexico relations, including the Mexican-American experience. This volume consolidates the results of those intellectual exchanges, adding new voices, and providing a wide-ranging exploration of the Mexican Revolution.

The future of education centers empowered students in a global learning ecosystem. Despite decades of reform, the traditional borders of education—graduation, curriculum, classrooms, schools—have failed to deliver on the goals of excellence and equity. Despite massive societal changes, education remains controlled by an old mindset. It is time to change that limiting mindset and, more importantly, the ineffective practices in education. To truly serve all learners, future classrooms must remove the boundaries of learning and become student-centered, culturally responsive, and personalized—supportive and equitable environments where each student can direct their own learning and seek multiple pathways to skills and knowledge in a global learning ecosystem. This compelling call for transformative change offers all involved in education Evidence-based arguments that reveal the need to break the traditional borders that limit learning Strategies to personalize learning and remove the confinement of traditional pathways Examples from around the world to create equitable and student-centric learning environments Resources for creating a school learning environment that expands opportunities for personalized learning into the global learning ecosystem It is time to now imagine a different kind of learning, without borders, and to begin the shifts in practice that will result in personalized learning for all students.

Educating Across Borders is an ethnography of the learning experiences of transfronterizxs, border-crossing students who live on the U.S.-Mexico border, their lives spanning two countries and two languages. Authors María Teresa de la Piedra, Blanca Araujo, and Alberto Esquinca examine language practices and funds of knowledge these students use as learning resources to navigate through their binational, dual language school experiences. The authors, who themselves live and work on the border, question artificially created cultural and linguistic borders. To explore this issue, they employed participant-observation, focus groups, and individual interviews with teachers, administrators, and staff members to construct rich understandings of the experiences of transfronterizx students. These ethnographic accounts of their daily lives counter entrenched deficit perspectives about transnational learners. Drawing on border theory, immigration and border studies, funds of knowledge, and multimodal literacies, Educating Across Borders is a critical contribution toward the formation of a theory of physical and metaphorical border crossings that ethnic minoritized students in U.S. schools must make as they traverse the educational system.

A transnational approach to understanding and analyzing knowledge circulation. The contributors to this collection focus on what happens to knowledge and know-how at national borders. Rather than treating it as flowing like currents across them, or diffusing out from center to periphery, they stress the human intervention that shapes how knowledge is processed, mobilized, and repurposed in transnational transactions to serve diverse interests, constraints, and environments. The chapters consider both what knowledge travels and how it travels across borders of varying permeability that impede or facilitate its movement. They look closely at a variety of platforms and objects of knowledge, from tangible commodities—like hybrid wheat seeds, penicillin, Robusta coffee, naval weaponry, seed banks, satellites and high-performance computers—to the more conceptual apparatuses of plant phenotype data and statistics. Moreover, this volume decenters the Global North, tracking how knowledge moves along multiple paths across the borders of Mexico, India, Portugal, Guinea-Bissau, the Soviet Union, China, Angola, Palestine and the West Bank, as well as the United States and the United Kingdom. An important new work of transnational history, this collection recasts the way we understand and analyze knowledge circulation.

This timely book introduces readers to the central question of borders in the twenty-first century. After familiarizing readers with border thinking and making from antiquity to the present, Gabriel Popescu turns a critical eye on current border-making concepts, processes, and contexts. Throughout, he offers a balanced understanding of borders, explaining why and how interstate borders have emerged, whose interest they serve, who is involved in border making, and how border-making practices affect societies. Assessing the latest theoretical approaches to border studies, the author deftly incorporates a range of disciplinary perspectives, including geography, international relations, sociology, history, security studies, and anthropology. Popescu exploresrecent world events, discussing how current issues such as migration, terrorism, global warming, pandemics, the human rights regime, outsourcing, the economic crisis, supranational integration, regionalization, and digital technology relate to borders andinfluence our lives. Written with a clear eye and voice, this book makes a complex subject accessible to a wide readership.