The article analyses the findings of a small-scale qualitative study in Ireland
that examines interactions between asylum-seeking mothers and primary
school teachers, and highlights the significance of teachers’ understandings
of asylum in shaping home-school communications. Mothers and children
in this study were living in Direct Provision, collective accommodation for
asylum seekers in Ireland. The research identifies a number of concerns
including: poor communication between the school and mothers, only
English being used as a medium of communication with the mothers, and
mothers being directly and indirectly excluded from Parent Associations.
Interactions of teachers with asylum-seeker mothers demonstrated a lack of
recognition that their situation is different from other migrants/newcomers
and is particularly challenging because of the because of living in Direct
Provision and under the threat of deportation. The research shows that
primary schools are drawn into ambiguous relationships with asylumseeking
mothers in their attempts at advocacy and surveillance, as they are
expected to facilitate integration, while at the same time dealing with the
uncertainty facing asylum-seeking parents and children.