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Publique un comentario Honduran Teachers’ experiences with Transnational Students in Rural Schools / Experiencias de docentes hondureños con estudiantes transnacionales en escuelas rurales
Resumen
A pesar del aumento en las detenciones y deportaciones de niños, niñas y adolescentes migrantes centroamericanos en Estados Unidos y en México (González 2019; Flores et al. 2019), es poca la evidencia que existe acerca de su retorno a comunidades y escuelas de origen. Es por ello que, a través de un marco teórico enfocado en la voz del docente, este estudio preguntó: ¿Cuáles son las experiencias de los maestros hondureños con estudiantes transnacionales?, y ¿cómo dan sentido los maestros hondureños a las experiencias y conocimientos de los estudiantes transnacionales? Las metodologías utilizadas fueron: 1) cuestionarios grupales en 47 aulas; 2) 10 cuestionarios individuales a estudiantes transnacionales; y 3) 9 entrevistas semiestructuradas a maestros. Las respuestas revelaron que: 1) no cuentan con información acerca de las trayectorias de estudiantes transnacionales; 2) valoran positivamente los nuevos conocimientos que adquieren sobre los estudiantes migrantes; y 3) existe poca capacitación docente para responder a las necesidades educativas de estudiantes transnacionales. Los hallazgos sugieren mejorar los recursos que apoyen las prácticas de enseñanza para estudiantes transnacionales y las estrategias para interpretar sus trayectorias y facilitar su reintegración en el aula.
Abstract: With the recent rise in Central American child migrant apprehensions and deportations across the U.S. and Mexico (González 2019; Flores et al. 2019), there still exists little evidence about their return to their communities and schools. Through a teacher’s voice framework, this study asked: What are Honduran teachers’ experiences with transnational students? And, how do Honduran teachers make sense of transnational students’ experiences and knowledge? The methodologies used were: 1) 47 classroom surveys; 2) 10 individual transnational student surveys, and; 3) 9 semi-structured teacher interviews. Teacher responses revealed that: 1) there is a lack of information on the trajectories of transnational students; 2) new knowledge about migrant students is well-valued among teachers, and; 3) there is minimal teacher training on transnational students and their educational needs. The findings call for improved resources to support teaching practices targeted toward meeting the needs of transnational students as well as strategies to help facilitate increased and successful classroom reintegration upon return.
Keywords: transnational students; return migration; teacher education; transnational trajectories; Central America.
Résumé : Avec l’augmentation, cette année, des appréhensions et des déportations d’enfants migrants d’Amérique centrale aux États-Unis et au Mexique (González 2019; Flores et al. 2019), il existe encore peu de preuves de leur retour communautés et écoles d’origine. Avec un cadre basé sur la voix des enseignants, cette étude a demandé: Quelles sont les expériences des enseignants honduriens avec les étudiants transnationaux? Et comment les enseignants honduriens interprètent-ils les expériences et les connaissances des étudiants transnationaux? Les méthodologies utilisées étaient les suivantes: 1) des questionnaires de groupe dans 47 salles de classe, 2) 10 enquêtes individuelles d’étudiants transnationaux et 3) 9 entretiens semi-structurés avec des enseignants. Les réponses des enseignants ont révélé: 1) ils ne disposent pas d’informations sur les trajectoires des étudiants transnationaux; 2) valoriser positivement les nouvelles informations qu’ils acquièrent sur les étudiants migrants, et 3) il y a peu de formation des enseignants pour répondre aux besoins éducatifs des étudiants transnationaux. Les résultats suggèrent d’améliorer les ressources qui soutiennent les pratiques d’enseignement pour les étudiants transnationaux et les stratégies pour interpréter leurs trajectoires et faciliter leur réintégration dans la classe.
Mots-clés : étudiants transnationaux ; migration de retour ; formation des enseignants ; trajectories transnationaux ; Amerique Central.
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DOI: http://dx.doi.org/10.22134/trace.79.2021.763
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