Crossing borders/Crossing boundaries: Narratives of intercultural experiences

Historically, the Mexican education system has been characterized by an absence of equal access to K–12 education for students in poverty. This article examines research-based best practices associated with international experiential learning and describes an authentic model of an effective international experiential learning program. Research is based on The Clavellinas, Mexico Education Collaborative, a private study and research center in central Mexico establishing partnerships between Texas A&M University System colleges of education and Mexican local, regional, and national government officials and entities; private citizens; and commercial enterprise, to support teacher education internationally and equip educator preparation students nationally. Student perspectives are considered, implications for educator preparation programs are outlined, and recommendations for future faculty developing international experiential learning programs are offered.