Abstract
AbstractMigration can have long‐term impacts on children's well‐being, identity, academic aspirations and success. Children's voices, however, are often absent from educational scholarship and practice. Employing participatory storytelling methods, this study explores what informal learnings or ‘funds of knowledge’ Honduran children develop while in‐transit within Mexico. The findings present how children cared for their communities, used technology to develop transnational interests and ties, developed complex understandings of global culture and expanded on understandings of geography and space. Migration is posed as a process through which children develop a wealth of knowledge, calling upon educators to bring these learnings into educational contexts.
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