In this article, Lisa Yiu examines how migrant students attending public schools in Shanghai perceive teachers as uncaring and how the majority of teachers claim they are disempowered from caring. She contends that recent Shanghai reforms, which aim to "care" for migrant youth through inclusion into public schools, may be having the opposite effect, arguing that the nature of contact between educators and migrant youth is structured by conflicting state policies on citizenship, which constrain teachers from caring in the way migrant students desire. Yiu's findings problematize recent scholarship on migrant children's schooling which presumes that the dynamics of exclusion are primarily rooted in teacher prejudices. Importantly, this study advances caring theory by reconceptualizing care within the institutional context of the state's citizenship policies and contributes to a citizenship-based care praxis that is relevant to Chinese migrant youth who attend public schools. © by the President and Fellows of Harvard College.

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