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The border, as defined by Gloria Anzaldúa, is conceptually marked by an ideological site called nepantla—a space existing in-between worlds. Borderlands Art Pedagogy merges art with Anzaldúa’s concepts of nepantla, Coyolxauhqui (simultaneous incompleteness/wholeness), resistance, tension, and hybridity. This panel focuses on the intersection of borderlands and the visual arts as sites for pedagogy. We seek papers that explore the US/Mexico border through visual art in institutionalized and non-institutionalized pedagogy. Questions to consider include: how can the border be used as a site for learning through visual art? What are the tensions existing between education, art, the border, and Latinx issues? How can the complexities of definition inherent in the border be conveyed to audiences at sites where the border is misrepresented or ignored? What is the relevance of Latinx, Chicanx and border art in problematizing the border wall, immigration, white supremacy, asylum-seeking, and xenophobia? Currently, what methodologies are and can be employed pertaining to the intersection of the border, art, and pedagogy? How can Borderlands Art Pedagogy be used to affirm under-recognized voices such as those of Central Americans, indigenous people, and Black Latinx communities? In terms of canonical disciplinary delineations, what ruptures do the intersection of art, pedagogy, and the border generate for educators, artists, and scholars? In examining these questions, projects and papers that focus on objects, workshops, and/or performance will be given preference.