Constrained Care: Teaching Immigrant Children During a Pandemic

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Teacher Activism for/With Marginalized Students

Abstract

Teaching immigrant children online and engaging with their stories has been a complex undertaking for children. The online environment felt to teachers more constrained than their classroom space. Many immigrant children had experienced trauma at the border (treacherous journey, separation, detention, fear) and teachers reported feeling that their way to care for their students was severely constrained through this mode. In this paper I use the framework of care as a moral duty (Yarris, 2017) and apply that to the analysis of teachers' narratives as well as practices of teaching young immigrant children through GoogleMeet.

Author

• Gabrielle Oliveira, Harvard University