| Based on qualitative interviews with primary school teachers in Greater London, this presentation explores teachers’ narratives to uncover how children with migrant backgrounds (CMB) are positioned in the contexts of their learning experience. In particular, the article utilises the analytical category of trust to argue that the position of CMB in teachers’ narratives is related to the form of teachers’ trust. When trust is based on categorical inequalities, CMB are often considered untrustworthy partners construction of the learning and teaching experience. Trust based on categorical inequalities becomes a form of trust in distrust and CMB are positioned in the children’s needs paradigm where decision-making is reserved to teachers who act for them and on their behalf. When trust is based on personal relationships, CMB are positioned as agents who are capable to voice their interests, bringing about consequential changes in the contexts of their experiences. CMB are positioned in the children’s interests paradigm, where agency is expected and promoted as a right of children who are socially constructed as agents who can make a difference with their choice. Bio: Angela Scollan is a Senior Lecturer in Early Childhood Studies and Education Studies at Middlesex University leading modules and research in Children’s Rights and Self-determination, Facilitation, Enabling Pedagogies and Environments. She has over 30 years of teaching experience across the discipline of Early Childhood Studies, FE and HE sectors. Angela also researched on the Erasmus+ SHARMED project and Horizon 2020 Child Up project. Before joining Middlesex University in 2012, Angela worked directly with and for children since the early 90’s as a Nursery Nurse, Teacher, Early Years Professional Status (EYPS) Lead Assessor, Foundation Degree Coordinator and Early Years Ofsted Inspector. Her teaching philosophy, research, writing and pedagogical leadership focus on the child first, and the role of a learner within education, as secondary. |