The Empty Desk in Class: A Metaphor in the Lives and Classrooms of Expelled Immigrant Children and Their Teachers
Saved in:
| Title: | The Empty Desk in Class: A Metaphor in the Lives and Classrooms of Expelled Immigrant Children and Their Teachers |
|---|---|
| Language: | English |
| Authors: | Daelman, Silke (ORCID |
| Source: | International Journal of Qualitative Studies in Education (QSE). 2023 36(2):121-134. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Immigrants, Elementary School Teachers, Grade 2, Grade 6, Foreign Countries, Elementary School Students, Childrens Rights, Democratic Values, Inclusion, Figurative Language, Teacher Attitudes, Social Justice, Nonverbal Communication, News Writing, Mass Media |
| Geographic Terms: | Belgium |
| DOI: | 10.1080/09518398.2021.1956628 |
| ISSN: | 0951-8398 1366-5898 |
| Abstract: | This paper engages with conversations with two teachers who each build socially just pedagogies and engage in minor gestures in response to the socio-educational-political reality they were confronted with -- namely, a pupil disappearing from the classroom when her parents' application for immigration was rejected. In an assemblage connecting the conversations to a transforming picture of an empty desk, to social media posts and online news sources and to post-qualitative literature, we reconfigure the empty desk into polyvocal, continuously moving metaphors and remain attentive to the affective and material forces of the stories that the two teachers tell. The desk functions as (1) a speaking medium and symbol of protest against the violation of children's rights, (2) a relational force in a broken class group, (3) a part of a pedagogical space for learning democracy, and (4) a mirror on our contemporary society. These metaphors become minor gestures and invite us to fulfill our ability to respond ('response-ability') to the violation of rights of 'invisible children' and the daily realization of inclusive education for all children in class. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1384362 |
| Database: | ERIC |
| Abstract: | This paper engages with conversations with two teachers who each build socially just pedagogies and engage in minor gestures in response to the socio-educational-political reality they were confronted with -- namely, a pupil disappearing from the classroom when her parents' application for immigration was rejected. In an assemblage connecting the conversations to a transforming picture of an empty desk, to social media posts and online news sources and to post-qualitative literature, we reconfigure the empty desk into polyvocal, continuously moving metaphors and remain attentive to the affective and material forces of the stories that the two teachers tell. The desk functions as (1) a speaking medium and symbol of protest against the violation of children's rights, (2) a relational force in a broken class group, (3) a part of a pedagogical space for learning democracy, and (4) a mirror on our contemporary society. These metaphors become minor gestures and invite us to fulfill our ability to respond ('response-ability') to the violation of rights of 'invisible children' and the daily realization of inclusive education for all children in class. |
|---|---|
| ISSN: | 0951-8398 1366-5898 |
| DOI: | 10.1080/09518398.2021.1956628 |
