超越合法公民身份的关爱:教师为无证移民儿童代言

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yeji Kim
{"title":"超越合法公民身份的关爱:教师为无证移民儿童代言","authors":"Yeji Kim","doi":"10.1016/j.ijer.2024.102446","DOIUrl":null,"url":null,"abstract":"<div><div>Theoretically framed by caring scholarship in education, the current study aims to provide rich and detailed portraits of teachers in South Korea who serve a significant number of migrant and undocumented children. The findings of the study illustrate the ways teachers endeavor to create “spaces of belonging that supersede legal citizenship” (Gonzales et al., 2013, p. 17) in a school for the undocumented migrant children. Teachers attended to the everyday realities of undocumented migrant children and the material, physical, and emotional challenges caused by restrictive immigration policies and their precarious legal status. Teachers further provided undocumented migrant children with a variety of resources, support, and care and cultivated reciprocal and loving relationships with them. The findings of the study offer insights into the critical and pivotal roles of teachers in supporting and empowering undocumented migrant children amidst exclusive and xenophobic immigration regimes. The study also offers implications for educators, researchers and policymakers worldwide to promote more caring, resilient, and structurally inclusive environments for undocumented students.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Care that transcends legal citizenship: Teachers advocating for undocumented migrant children\",\"authors\":\"Yeji Kim\",\"doi\":\"10.1016/j.ijer.2024.102446\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Theoretically framed by caring scholarship in education, the current study aims to provide rich and detailed portraits of teachers in South Korea who serve a significant number of migrant and undocumented children. The findings of the study illustrate the ways teachers endeavor to create “spaces of belonging that supersede legal citizenship” (Gonzales et al., 2013, p. 17) in a school for the undocumented migrant children. Teachers attended to the everyday realities of undocumented migrant children and the material, physical, and emotional challenges caused by restrictive immigration policies and their precarious legal status. Teachers further provided undocumented migrant children with a variety of resources, support, and care and cultivated reciprocal and loving relationships with them. The findings of the study offer insights into the critical and pivotal roles of teachers in supporting and empowering undocumented migrant children amidst exclusive and xenophobic immigration regimes. The study also offers implications for educators, researchers and policymakers worldwide to promote more caring, resilient, and structurally inclusive environments for undocumented students.</div></div>\",\"PeriodicalId\":48076,\"journal\":{\"name\":\"International Journal of Educational Research\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Educational Research\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0883035524001319\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0883035524001319","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

本研究以关爱教育的学术研究为理论框架,旨在为服务于大量移民和无证儿童的韩国教师提供丰富而详细的肖像。研究结果表明,在一所为无证移民儿童服务的学校中,教师努力创造 "超越合法公民身份的归属空间"(冈萨雷斯等人,2013 年,第 17 页)。教师们关注无证移民儿童的日常现实,以及限制性移民政策和他们不稳定的法律地位所带来的物质、身体和情感挑战。教师进一步为无证移民儿童提供各种资源、支持和关爱,并与他们建立互惠互爱的关系。研究结果让我们了解到,在排外和仇外的移民制度下,教师在支持无证移民儿童和增强他们的权能方面发挥着至关重要的作用。这项研究还为世界各地的教育工作者、研究人员和政策制定者提供了启示,以促进为无证学生营造更加关爱、更具韧性和结构性包容性的环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Care that transcends legal citizenship: Teachers advocating for undocumented migrant children
Theoretically framed by caring scholarship in education, the current study aims to provide rich and detailed portraits of teachers in South Korea who serve a significant number of migrant and undocumented children. The findings of the study illustrate the ways teachers endeavor to create “spaces of belonging that supersede legal citizenship” (Gonzales et al., 2013, p. 17) in a school for the undocumented migrant children. Teachers attended to the everyday realities of undocumented migrant children and the material, physical, and emotional challenges caused by restrictive immigration policies and their precarious legal status. Teachers further provided undocumented migrant children with a variety of resources, support, and care and cultivated reciprocal and loving relationships with them. The findings of the study offer insights into the critical and pivotal roles of teachers in supporting and empowering undocumented migrant children amidst exclusive and xenophobic immigration regimes. The study also offers implications for educators, researchers and policymakers worldwide to promote more caring, resilient, and structurally inclusive environments for undocumented students.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
International Journal of Educational Research
International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.20
自引率
3.10%
发文量
141
审稿时长
21 days
期刊介绍: The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信