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Title: 'Estoy aprendiendo yo con los niños, otra vez cómo es el sistema' : the schooling experience of Latin American migrant parents in Chilean schools
Author: Joiko Mujica, Sara Genoveva
ISNI:       0000 0004 8507 8308
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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Migration is not only the movement from south-north, but south-south movements have also emerged. In the last 25 years in Chile there has been an increase of people arriving especially from other countries of Latin America. This movement has involved adults but also children of school age. Hence, in a context characterised by a monocultural and neoliberal education field this study aimed to explore how Latin American migrant parents' experiences of their children's schooling can act as a form of ex/inclusion into the Chilean education system and wider society. Today there is a lack of information about the experience of migrant families in Chile, which can have implications for the responses of state policies and school practices, especially in the current context of an Educational Reform and a new migration bill. Hence this study aims to contribute to the Chilean academic field, community work and educational policies. Based on qualitative research, interviews with migrant parents and school staff from public and subsidized schools from three regions of Chile were carried out. The study draws on the literature of migration studies and home-school relationship, informed by Bourdieu's theory of practice and a critical interculturality framework. Additionally an intersectional approach has been considered to understand the heterogeneity of the category of parents' subject position in the schooling field. Findings show that the home-school relationship in the context of migration has shed light regarding parents' dispositions beyond the ones commonly recognized as consumer and partner. Moreover, how migrant parents deploy their strategies in the schooling experience can open up a possibility of rethinking other modes of the home-school relation. Additionally some school practices have reinforced symbolically and materially demarcations of otherness. Therefore understanding the schooling experience of migrant parents has shed light on the possibility of (re)thinking a society as intercultural.
Supervisor: Vincent, C. ; Bradbury, A. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available