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The article discusses the connection between the Ktunaxa Nation and the enforcement of the U.S.-Canadian border in 1887. Topics covered include the tensions between bands of the Ktunaxa Nation and settlers of the Kootenay River valley and Flathead Lake region, how Ktunaxa transborder migration, communication and alliance on the eastern Columbia Plateau confounded nation-state understandings of territoriality and the persistence of Ktunaxa Nation's sense of homeland and community.

Background/Context: Immigrants are described as somewhat fixed in their geographical locations and activities in the world, having made a permanent move from their nation of origin to a new homeland. In contrast, transnational people are defined as those who live their lives across two or more nations and hold strong, multiple attachments to their nation-states. Frameworks of race are often centered in studies of the language and literacy practices of immigrant youth while transnational theories are typically prioritized in studies of transnational youths' language and literacy practices. Research Questions/Participants: This article explores extant research on the language and literacy practices and experiences of Black immigrant and Black transnational youth of Caribbean origin for whom the U.S. is a home. The purpose is to uncover similarities, differences, and nuances that may exist between the language and literacy practices and experiences of these populations. Research Design: The extant research was analyzed through theoretical concepts such as micro-cultures, ethnoracial assignment and ethnoracial identity, raciolinguistics, and language and literacy as social practices. Findings: Literacies prominent for both Black immigrant and Black transnational youth include reading, writing, the performing arts, and digital literacies. Analysis found that Black immigrant and Black transnational youth, through their language and literacy practices, undertake significant work in deconstructing Blackness as a monolithic racial category. The youths' motivations for language and literacy use and transformation are conceptualized as efforts to make visible multiple ethnoracial identities and microcultural practices within an overarching racial category of Blackness. Analysis further found that Black immigrant and Black transnational youths' experiences with racial, cultural, and linguistic discrimination lead many to subsume their original linguistic and literacy practices beneath the language and literacy practices of dominant ethnoracial groups in their new nations. In the case of Black transnationals, analysis found that they hold thick bonds to their countries of origin and new nations. Further, some transnationals have opportunities to spend extended time and employ their culturally influenced languages and literacies to a fuller degree in nations that hold appreciative perspectives on these repertoires. Such circumstances appear to promote Black transnationals' abilities to continue developing and valuing their unique ethnoracial identities and ethnoculturally diverse language and literacy practices. Analysis further found that the multiple language and literacy practices of many Black immigrant youth are motivated by their longings to belong to diverse communities and connect to multicultural groups. However, these desires of youths' were not oriented solely toward their new nation-states. Rather many Black immigrant youth actively seek out connection and consolidation of their homelands of origin and their new nations through language, literacy, and cultural practices. Analysis confirmed that this is a primary motivation for language and literacy development and use in transnational youth. Conclusion: This article challenges the binary categories of immigrant and transnational using the cases of Black youth of Caribbean origin and their language and literacy practices. Its findings call for a more dynamic reconceptualization of the relationships among racial, immigrant, and transnational youth identities, literacies, and languages. Given the similarity of goals in the identity, language, and literacy practices of Black immigrant and Black transnational youth, this analysis argues that literacy research knowledge about Black immigrant youth can be enhanced by applying transnational as well as racial frameworks. Likewise, the article proposes that given the similarities of language and literacy goals, practices, and experiences, including racial and ethnic discrimination, shared by Black immigrant and Black transnational youth, future literacy research can undertake more explicit investigations of transnational youth's experiences through racial frameworks. The article suggests that knowledge of this kind can support scholars and educators in theorizing and designing educational spaces and curricula that enable all youth, notwithstanding their self- or other-assigned racial or sociopolitical categorization as native-born, immigrant, or transnational, to actualize while critically analyzing, the full range and diversity of their identities, languages, and literacies. [ABSTRACT FROM AUTHOR]

There is a small number of transborder students who reside in Mexico but go to school in the United States. Less than 2.5 percent of students residing in border cities such as Tijuana, Ciudad Juarez or Nogales, are transborder students. Pupils born in Mexico that go to school in the United states represent less than 1 percent of the student population in all educational levels. Country of birth, having parents that are international commuters, and household income are elements that enable or limit transborder membership. High earnings are the central factor for Mexicans that want to go to school del otro lado. [ABSTRACT FROM AUTHOR]

Undocumented families' rates of repatriation to Mexico from the United States have risen throughout the Obama administration, and this trend will likely increase under Donald Trump. This study describes the experiences of Mexican-born youth who grew up in the United States and are back in Mexico. While these children are participants in their families' migration, their input is rarely sought in decisions to leave or return to a country. This article shares transborder students' voices on their struggles to find their identities as Mexican, American, or some combination of the two. They reflect on their schooling experiences across countries, and how these challenges are compounded when they are new to learning in Spanish or indigenous languages in Mexico. [ABSTRACT FROM PUBLISHER]

This study analyzes the changes in two cross-border processes: employment and giving birth in the United States among the northern border populations of Mexico between 2000 and 2010. Various statistical methods are used to analyze the trends and the changes in the socioeconomic profiles of those who perform these practices. While the numbers of cross-border workers dropped, cross-border births increased; people with higher levels of education became increasingly represented in both categories. These results suggest that this border has become a more selective "blockade" for transborder interactions. [ABSTRACT FROM AUTHOR]

Strict divisions in the Mexican and United States nation-state model emphasize the dividing functions rather than connecting purposes of their borders. Similarly, discursive boundaries in mainstream thinking, doing, and reception of translation also conceal continuities between an original and its translation. Each border crossing creates acute divisions of identity for migrating individuals and for translated literary texts. My essay argues that Dick Reavis' translationDiary of an Undocumented Immigrantof Ramón ‘Tianguis’ Pérez'sDiario de un mojadoenacts an undocumented identity within a transborder nexus of migration and translation. The appellatives ‘mojado’ and ‘wetback’ are my entry points. Each of the essay's four sections foregrounds a facet of the transborder nexus. After discussing the borderland space of Pérez's original and translation at extra-textual dimensions of audience and book-market formats, I offer a socio-etymological biography of the ‘mojado’/‘wetback’ pairing to anchor them in historically located practices of a transborder region. I then explain the power disparity in Reavis and Pérez's relationship. Lastly, my analysis of the primal scene inDiarydemonstrates a rupture in the ‘wetback’/‘mojado’ equation that masks linguistic and cultural difference. Ultimately, I argue that Pérez and Reavis reconfigure a transborder, transnational discursive field rooted in migration and translation. [ABSTRACT FROM AUTHOR]

A declining agricultural sector and decades of US migration have transformed Atotonilco El Bajo, Mexico into what local residents call "the ghost town." More recently, Atotonilco's increasing connections to nearby Guadalajara are prompting a shift in local development discourse towards one that is more focused on regional integration than transnational migration. These changes are broadly reflective of a "new rurality" in Latin America, an intensified process of spatial and economic transformation that is blurting the line between rural and urban. Drawing from transnational ethnographic research, this paper calls for "new rurality" studies to more explicitly engage with locally-contingent development discourses. [ABSTRACT FROM AUTHOR]

The essay discusses the history of American studies and the integration of transnationalism into its theoretical framework in order to move scholarship away from American exceptionalism. Topics include political tranationalism, the study of immigrants therein, evidenced by the book "Nations Unbound: Transnational Projects, Postcolonial Predicaments, and Deterritorialized Nation-States," by Linda Basch, Nina Glick Schiller and Christina Szanton Blanc, and multiracial transnationalism.

In this self-reflexive piece, the author shares vivencias (lived realities) of growing up transborderly between the United States and Mexico and invokes that history and experience in the crafting of theories from the field. Her narrative reveals three autoherteorías of transborder existence and research: new tribalism, convivencia (coexistence), and supervivencia (survivance). In the tradition of Anzaldúa’s work, the author finds new tribalism suggests a move beyond rigid identities to that of fluid and transborder vivencias and relationships that underscore the interconnection of people, ideas, and places. In the field, she also found that convivencia transcends the objective self—other divide and promotes transborder praxis. That is, research that is committed to the collection and production of knowledge for transformative purposes across physical and symbolic borders. Last, from a very personal space, the author rediscovers her own supervivencia and the significance of a research agenda based on people’s survivance, resiliency, and commitment to change. [ABSTRACT FROM PUBLISHER]

This research analyzes the work and life of a transnational indigenous community dispersed throughout Mexico and the United States. The community has expanded its systems of organization beyond the limits of the contemporary nation-state. The workers serve as flexible manpower in a "Just in Time" model of agro-industrial production. In order to confront the capital demands presented by this model of production, they have organized themselves in a manner that takes advantage of their particular migratory characteristics and experiences. The investigation was conducted on the basis of a transnational, multilocal ethnography. [ABSTRACT FROM AUTHOR]

The article presents an exploration into the history of the French merchants of the Mississippi River and the Great Lakes Region in the post-1763 Treaty of Paris era in U.S. history. Details are given noting the historiographical trend to ignore transborder culture and communities in early U.S. history and discussion is offered highlighting the social representation and mobility of French society in British colonial and U.S. territory. The methods and extent of French social and commercial influence in the area up to the 19th-century are reviewed.