Abstract
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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
