{"title":"Im/migrant children’s stories in elementary school: caring and making space in the classroom","authors":"Gabrielle Oliveira","doi":"10.1080/15595692.2021.1944089","DOIUrl":null,"url":null,"abstract":"ABSTRACT Family separation policies’ impacts on children’s education are one of the critical issues of our time. In this article, I draw on ethnographic data collected over two years in one Northeastern town in the United States. More than fifty im/migrant children were observed inside kindergarten, first and second grade classrooms. For this article, I focus on the experience of four immigrant teachers in dual-language education and im/migrant children in their classrooms as they tried to engage with narratives of trauma and separation. I argue that teachers struggled to understand who was in a position to speak of im/migrant children’s pain and suffering in the classroom, while students wanted to tell their stories. I call this dynamic constrained care. I also describe ways in which children tried to make space for their stories and the teachers’ reactions.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":"38 1","pages":"224 - 232"},"PeriodicalIF":0.0000,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Diaspora, Indigenous, and Minority Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15595692.2021.1944089","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 2
Abstract
ABSTRACT Family separation policies’ impacts on children’s education are one of the critical issues of our time. In this article, I draw on ethnographic data collected over two years in one Northeastern town in the United States. More than fifty im/migrant children were observed inside kindergarten, first and second grade classrooms. For this article, I focus on the experience of four immigrant teachers in dual-language education and im/migrant children in their classrooms as they tried to engage with narratives of trauma and separation. I argue that teachers struggled to understand who was in a position to speak of im/migrant children’s pain and suffering in the classroom, while students wanted to tell their stories. I call this dynamic constrained care. I also describe ways in which children tried to make space for their stories and the teachers’ reactions.