Care that Transcends Liminal Citizenship: Learning From Teachers of Undocumented Migrant Children

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Culturally Responsive/Relevant Teaching Across Contexts (Table 8)

Abstract

Theoretically guided by ethics of care, this qualitative case study focuses on teachers in South Korea who serve large numbers of undocumented children and explores the ways teachers provide supportive and caring spaces for children. The findings of this study demonstrate how teachers carefully attend to children’s’ material, physical, and emotional situation and challenges caused by their precarious socio-economic and legal statues and endeavor to create “spaces of belonging that supersede legal citizenship” (Gonzales 2015, p. 329) for their undocumetned children. The study will provide scholarly and practical implications that researchers, practitioners, and policymakers worldwide can use to promote more caring and relational environments for undocumented students.

Author

• Yeji Kim, University of Missouri
  Presenting Author