Migrant children in a Chilean school

Habitus, discourses and otherness

Bibliographic Data

ID2399712
AuthorsAndrea Cortés Saavedra (0000-0002-0499-7042, UCL Institute of Education, London, UK, corresponding author)
Year2022
Volume58
Issue3
Pages342-358
Publication date2022-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Sociology (JOURNAL)
Journal identifiersISSN: 1440-7833 • E-ISSN: 1741-2978
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/14407833211071144
OpenAlexW4207024419
LanguageEN
Citations received3
References cited38

Drawing on data from ethnographic fieldwork in a diverse school located in the north of Chile, this article explores the ways of narrating and producing otherness, through the analysis of school staff discourses. The article identifies and describes how the discourses on migrant children are produced in a school context, and the sources and references used by teachers. Utilising a focused ethnographic method and based on a critical realist and Bourdieusian approach, this article argues that there are surrounding discourses and pre-existing sets of social relations (state-school relations, socio-spatial relations, intergenerational relations), which are reflexively integrated into the habitus of teachers and the institutional habitus of the school, in order to understand the conviviality with migrant children and to produce social differences

Context (archaeology) · Ethnography · Habitus · Sociology · Anthropology · Gender Studies · Global Educational Policies and Reforms · Parental Involvement in Education · Social and Cultural Dynamics

Tools

Open DOI