This research took place in the  following  four countries: Malaysia, Mexico, Canada, and the  United  States  (US).  Educators  in  each  country  reported  on  how  they  addressed  US international  policies  in  their  respective  curricula.  Critical  border  praxis  emergedas  a theoretical construct as a result of these transnational studies. Critical border praxis provides a contemplation of the intersection of place-based and border pedagogies, as well as how pedagogies are central to understanding one’s own situatedness.The findings of this study include recommendations for additional in-depth discussions of international policies in the US social studies curriculum. Implications for educators elsewhere are also articulated...

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