Integrated networks of care: supporting teachers who care for latina mothering students

ABSTRACT

This article explores how three teachers developed a similar mindset and practice of care for Latina mothering students within a caring alternative school located along the U.S./Mexico border. Three narratives are featured to reveal how teachers draw upon a network of support to transform themselves into family-like figures for their students. The concept ‘Integrated networks of care’ is introduced as a framework that can explain communal support that can sustain the care labor of teachers at an institutional level. The article ends with a call for education leaders and policy makers to also integrate into care networks to support demanding care labor in schools.

KEYWORDS:

• Latinas
• caring
• teen mothers
• teacher education
• U.S./Mexico border

Disclosure statement

No potential conflict of interest was reported by the author.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Ganiva Reyes

Ganiva Reyes is an Assistant Professor in the Department of Teacher Education at Miami University. Her research revolves around issues of justice in education. She draws from feminist of color theories and pedagogies of care to study social inequities in teaching and schools. Her other research interests include gender and sexuality.