Exploring schools as potential sites of foster-ship and empowerment for migrant children in the UK

• Autores: Khawla Badwan, Cosmin Popa, Shoba Arun
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 33, Nº 4, 2021 (Ejemplar dedicado a: Inmigración y sistema educativo : una perspectiva internacional), págs. 702-728
• Idioma: inglés
• DOI: 10.1080/11356405.2021.1975456
• Títulos paralelos:
  • Exploramos las escuelas como posibles centros de acogida y empoderamiento de los niños migrantes en el RU
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• Resumen
  • español

    En este artículo se explora el potencial de las escuelas como centros de acogida y empoderamiento para todos los menores, incluidos los menores de origen migrante. Nuestra investigación se basa en las teorías de la justicia social para explorar la posible contribución de las prácticas educativas a la creación de sociedades socialmente justas. A partir de entrevistas semiestructuradas con siete docentes escolares, y de las notas de un estudio de campo consistente en visitas a tres centros escolares en Manchester (RU), en este artículo se exploran las formas en que los docentes desarrollan e improvisan enfoques pedagógicos culturalmente sensibles para mejorar la representación de sus alumnos migrantes. No obstante, estos enfoques requieren sortear y negociar las estructuras y políticas educativas existentes, que pueden causar sentimientos de ansiedad en algunos docentes. El artículo concluye subrayando la importancia de una formación profesional sobre la diversidad que aborde de manera crítica la cuestión de quienes somos en la actualidad y cómo podemos utilizar esta diversidad para tender lazos sociales y puentes de solidaridad. Básicamente, es necesario que las escuelas recuperen cierto nivel de agencia para contar con el apoyo necesario en las decisiones que se toman en respuesta a las necesidades y aspiraciones locales.

  • English

    This article discusses the potential for schools as sites of foster-ship and empowerment for all children, including children from migrant backgrounds. It draws on social justice theories to explore how educational practices can contribute to creating socially just societies. Through semi-structured interviews with seven school educators, coupled with field notes from school visits to three schools in Manchester (UK), the article explores the ways in which educators develop and improvise culturally responsive educational approaches in order to enhance the representation of their migrant children. However, such approaches require navigating and negotiating educational structures and policies, which could leave some educators with sentiments of professional anxiety. The article concludes by recommending the importance of professional training on diversity that critically engages with the subject of who we are today and how this diversity can be utilized to create solidarity bridges and social ties. Fundamentally, this requires schools to regain some level of agency to support the decisions made in response to local needs and aspirations.

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