South–South Migration and Caring

Bridging Practices of Chilean Educators and Their Immigrant Students of Haitian Descent

Bibliographic Data

ID7471962
AuthorsMaría Eugenia Rojas Concha (0009-0009-9564-4071, Centro Líderes Educativos Pontificia Universidad Católica de Valparaíso Valparaíso Chile, corresponding author)
Year2026
Volume57
Issue2
Publication date2026-06-01
Open AccessYes
TypeARTICLE
VenueAnthropology & Education Quarterly (JOURNAL)
Journal identifiersISSN: 0161-7761 • E-ISSN: 1548-1492
PublisherWiley (PUBLISHER • GB)
DOI10.1111/aeq.70060
OpenAlexW4417456899
LanguageEN
References cited22

This ethnographic case study revisits an old idea—building caring relationships—to analyze the dynamics of South–South migration in a Chilean school. Most of the literature on teachers' responses to the increase of immigrant students in Chile has focused on uncovering educators' stereotypes. Yet, this study, grounded in Valenzuela's pedagogy of care (1999) and powell's framework on bridging (2024), illuminates what drives social‐justice‐oriented educators to find points of shared humanity and better serve their immigrant students of Haitian descent

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Open DOIOpen Access