Abstract
ABSTRACT This article discusses the potential for schools as sites of foster-ship and empowerment for all children, including children from migrant backgrounds. It draws on social justice theories to explore how educational practices can contribute to creating socially just societies. Through semi-structured interviews with seven school educators, coupled with field notes from school visits to three schools in Manchester (UK), the article explores the ways in which educators develop and improvise culturally responsive educational approaches in order to enhance the representation of their migrant children. However, such approaches require navigating and negotiating educational structures and policies, which could leave some educators with sentiments of professional anxiety. The article concludes by recommending the importance of professional training on diversity that critically engages with the subject of who we are today and how this diversity can be utilized to create solidarity bridges and social ties. Fundamentally, this requires schools to regain some level of agency to support the decisions made in response to local needs and aspirations.
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