流动儿童在小学的故事:教室里的关爱与创造空间

Q1 Social Sciences
Gabrielle Oliveira
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引用次数: 2

摘要

家庭分离政策对儿童教育的影响是我们这个时代的关键问题之一。在这篇文章中,我利用了在美国东北部一个城镇收集的两年多的人种学数据。在幼儿园、一年级和二年级的教室里观察到50多名流动儿童。在这篇文章中,我将重点关注四位从事双语教育的移民教师和他们课堂上的移民/移民儿童的经历,因为他们试图讲述创伤和分离的故事。我认为,老师们很难理解谁有资格在课堂上讲述移民儿童的痛苦和苦难,而学生们则想讲述他们的故事。我称之为动态约束关怀。我还描述了孩子们试图为他们的故事和老师的反应留出空间的方式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Im/migrant children’s stories in elementary school: caring and making space in the classroom
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.
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来源期刊
Diaspora, Indigenous, and Minority Education
Diaspora, Indigenous, and Minority Education Social Sciences-Cultural Studies
CiteScore
1.90
自引率
0.00%
发文量
24
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