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Abstract
This research highlights the experiences of one rural educator in a Midwestern elementary school. Initially grounded in Swanson’s middle range theory of caring (1991, 1993), the author sought to make meaning of how the participant worked with immigrant students, specifically undocumented Latinx students, through an ethic of care. As tensions emerged from classroom-based observations and interviews, the author chose to draw upon Critical Race Theory (CRT) as a way of examining how racism operates within educational spaces. Guided by Clandinin and Connelly’s (2000) narrative form, through the description (telling) and reflection (retelling), the author makes meaning of racial biases, microaggressions, and the exclusion of undocumented Latinx students.
Highlights
This research highlights the experiences of one rural educator in a Midwestern elementary school
As tensions emerged from classroom-based observations and interviews, the author chose to draw upon Critical Race Theory (CRT) as a way of examining how racism operates within educational spaces
The purpose of the article was to make meaning of one educator's experience working with immigrant students through an ethic of care
Summary
This research highlights the experiences of one rural educator in a Midwestern elementary school. Grounded in Swanson’s middle range theory of caring (1991, 1993), the author sought to make meaning of how the participant worked with immigrant students, undocumented Latinx students, through an ethic of care. There is a need to work with and care for Latinx students and families in the U.S educational system. Rural communities face a unique challenge in working with immigrant students and families due to lack of funding (Brenner, 2016), teacher recruitment and retention of certified teachers (Kristiansen, 2014), and subtractive schooling practices that erase student’s language, culture, and identity (Valenzuela et al, 2016). Current literature focuses on teacher-student relationships grounded in care, in the context of early childhood education (WintherLindqvist, 2021), supporting students of color in classrooms (Cariaga, 2018). By embracing all aspects of students’ lives, valuing their humanness, teachers create a more inclusive environment with students and their families
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