Northampton Electronic Collection of Theses and Research

The role of trust in the positioning of Children with Migrant Backgrounds. Reflections on Teachers’ narratives from London primary schools.

Farini, F. and Scollan, A. (2022) The role of trust in the positioning of Children with Migrant Backgrounds. Reflections on Teachers’ narratives from London primary schools. Equity in Education & Society. 1(1), pp. 50-63. 2752-6461.

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Information
Abstract:
Based on qualitative interviews with primary school teachers in Greater London, this article explores teachers’ narratives to uncover how Children with Migrant Backgrounds (CMB) are positioned in the contexts of their learning experience. In particular, the article utilises the analytical category of trust to argue that the position of CMB in teachers’ narratives is related to the form of teachers’ trust. When trust is based on categorical inequalities, CMB are often considered untrustworthy partners construction of the learning and teaching experience. Trust based on categorical inequalities becomes a form of trust in distrust and CMB are positioned in the children’s needs paradigm where decision-making is reserved to teachers who act for them and on their behalf. When trust is based on personal relationships, CMB are positioned as agents who are capable to voice their interests, bringing about consequential changes in the contexts of their experiences. CMB are positioned in the children’s interests paradigm, where agency is expected and promoted as a right of children who are socially constructed as agents who can make a difference with their choices.
Uncontrolled Keywords:
/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Creators:
Farini, F. and Scollan, A.
Faculties, Divisions and Institutes:
Faculties > Faculty of Health & Society > Psychology
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
Research Centres > Centre for Psychology and Social Sciences
Date:
1 April 2022
Date Type:
Publication
Page Range:
pp. 50-63
Journal or Publication Title:
Equity in Education & Society
Volume:
1
Number:
1
Number of Pages:
14
Language:
English
DOI:
10.1177/27526461211069135
ISSN:
2752-6461
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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