Farini, F. and Scollan, A. (2021) Between Marginalisation and Agency. Primary School Teachers’ Narratives in London and the Position of Children with Migrant Backgrounds. Migration Studies Review of Polish Diaspora. 182(4), pp. 79-96. 2081-4488.
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  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.
            Creators:
              Farini, F. and Scollan, A.
            Faculties, Divisions and Institutes:
              
            Date:
              31 December 2021
            Date Type:
              Publication
            Page Range:
              pp. 79-96
            Journal or Publication Title:
              Migration Studies Review of Polish Diaspora
            Volume:
              182
            Number:
              4
            Number of Pages:
              18
            Language:
              English
            ISSN:
              2081-4488
            Status:
              Published / Disseminated
            Refereed:
              Yes
            Related URLs:
              
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