This research was conducted in the following four countries: Malaysia, Mexico, Canada, and the United States (US). Educators in each country were asked how US international policies were addressed in their respective curricula. The theoretical construct for critical border dialogism was developed as an outcome of these studies. Critical border dialogism 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. Critical border dialogism engages educators in the concepts of heteroglossia, meliorism, critical cosmopolitanism, nepantla, dialogic feminism, and pragmatic hope. The research findings include recommendations for additional in-depth discussions of international policies in the US social studies curriculum, including specific issues.