Drawing from ethnographic research data and couched in critical care research, the author introduces the concept of ‘interruptive caring’ – a critical approach to caring that both transforms deficit-oriented school practices and challenges the underlying ideologies that inform and rationalize the inequitable power imbalances that operate within a school system. The author examines the concept of ‘interruptive caring’ as it emerges in a stand-alone, two-way, dual-language bilingual elementary classroom. The article includes a discussion on the importance of contextualizing interruptive care practices within the larger sociopolitical contexts in which teachers work.
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