South–South Migration and Caring: Bridging Practices of Chilean Educators and Their Immigrant Students of Haitian Descent

ABSTRACT This ethnographic case study revisits an old idea—building caring relationships—to analyze the dynamics of South–South migration in a Chilean school. Most of the literature on teachers' responses to the increase of immigrant students in Chile has focused on uncovering educators' stereotypes. Yet, this study, grounded in Valenzuela's pedagogy of care (1999) and powell's framework on bridging (2024), illuminates what drives social‐justice‐oriented educators to find points of shared humanity and better serve their immigrant students of Haitian descent.