Im/migrant Children's Stories in Elementary School: Caring and Making Space in the Classroom

Autor/in	Oliveira, Gabrielle
Titel	Im/migrant Children's Stories in Elementary School: Caring and Making Space in the Classroom
Quelle	In: Diaspora, Indigenous, and Minority Education, 15 (2021) 4, S.224-232 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oliveira, Gabrielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2021.1944089
Schlagwörter	Immigrants; Kindergarten; Grade 1; Grade 2; Elementary School Students; Elementary School Teachers; Bilingual Education; Trauma; Caring; Student Experience; Bilingual Teachers; Foreign Countries; Classroom Environment; Teacher Attitudes; Teacher Role; Massachusetts; Latin America + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bilingual teaching; Bilingualer Unterricht; Care; Pflege; Sorge; Betreuung; Studienerfahrung; Ausland; Klassenklima; Unterrichtsklima; Lehrerverhalten; Lehrerrolle; Master-Studiengang; Lateinamerika
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01