Latin American youth and belonging at school in Ontario, Canada

Abstract

This chapter explores the experiences of Latin American youth within the education system in the province of Ontario, Canada, and the importance of student-educator relationships in developing a positive sense of belonging. Based on 37 phenomenological interviews with Latin American youth and conversations with 23 additional Latin American youth in focus group settings, this study found that teachers are key to creating positive outcomes for Latin American youth throughout their elementary and secondary education. Using Latino critical theory and Freire’s theory of conscientious care (cariño conscientizado), this chapter explores how the prejudices and lack of cultural empathy on the part of educators create environments that can limit and negatively impact the sense of belonging for Latin American youth. Youth participants described discriminatory interactions with educators, lack of cultural sensitivity, and lack of own-race representation in positions of power. On the other hand, there were also positive experiences with other educators and with Latin American educators; however, most youth shared that they had never encountered a Latin American educator during their time in school. This chapter highlights the importance of conscientious care, from both Latin American and non-Latin American teachers, to foster a positive sense of belonging in Latin American youth.