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This article bridges scholarship in global education with ele-mentary classroom teaching by presenting a series of lessons that challenge the idea of national culture as fixed and stable. The land we share is most certainly affected by its political borders, but it is also constructed out of the multiplicity of social relations that exist both within and on either side of a border. Yet very often, when teaching about another country, we tend to rely on misappropriated generalizations around food, holidays, and folktales that do not honor how culture moves, changes, and becomes translated by its unique and varied peoples.


This work was originally published in Social Studies and the Young Learner.

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