Session Information
07 SES 13 B, Gypsy, Roma, Traveller Education
Symposium
Contribution
The object of the Symposium is the situation of these groups in the Education of Europe. The aim is to become acquainted with the problems of these groups in the various states. The Gypsy, Roma and Traveller live in all the states of Europe facing similar problems. We suppose one of the major problems is the lack of education. Without education they are unable to get better jobs, in the modern Europe they will always be outsiders. In the contemporary Europe they are not the only problematic group. The asylum seekers, having their own languages and cultures, will not be integrated easily into Europe. Each countries have schemed different solutions for these problems.
Eleni Tracada refers on their situation in England. Quantitative data gained from researches in education will be presented and demonstrated about the problems of the Gypsy, Roma and Traveller in a case study in Leeds. She refers about a successful action in Leeds where the participation in the education resulted in leaving the camps.
Laura Ruiz Eugenio, Tania Garcia Espinel and Fernando Macias Aranda will talk about a succesfull educational action in Spain, in the frame of a longitudinal case study conducted by INCLUD-ED in Europe. They collected interviews and answers in the school that participated in the program. The success of the students was considerable within one year and not only the students but the parents were satisfied with the school, too.
Zsuzsa Plainer expounds about the situation and possibility of the success in Romania, focusing the model of J. Ogbu. In the form of narrative interviews she was surveying the importance of Roma parents who lived in Roma communities destroyed by the communist police in the 1970-ies. Many of them live on the fringes of social structure. They do not see education as a possibility for upward mobility.
Andrea Óhidy and László Galántai give an apport of a Hungarian project conducted in the universities with the aim to subsidy Roma, Gypsy women and female students in the higher education. They analysed interviews with women and female students by using a newer research method, the qualitative comparative analysis. The analysis shows the systematic specialities in primary and secondary socialisation of disadvantaged students in Hungarian higher education.
References
Flecha, R. (Ed.). (2015). Successful Educational Actions for Inclusion and Social Cohesion in Europe.Meppel, The Netherlands: Springer. Flecha, R., & Soler, M. (2013). Turning difficulties into possibilities: Engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education, 43(4), 451-465. García, R., Girbés, S., & Gómez, G. (2015). Promoting Children's Academic Performance and Social Inclusion in Marginalized Settings.Family and Community Participation in Interactive Groups and Dialogic Literary Gatherings. In L. D. Hill & F. J. Levine (Eds.), World Education Research Yearbook 2015 (1st ed., pp. 30-58). New York & London: Routledge. Ragin, C. C. (1987): The Comparative Method. Moving Beyond Qualitative and Quantitative Strategies. Berkeley: University of California Press. Richards, A. (2010) ‘Executive Summary Closing the Gap - Service needs and prohibitions to access: The LGB community, self-harm, suicidal ideation and suicide’ at: file:///C:/Users/sadt177/Downloads/Closing_the_Gap-Executive_Summary.pdf accessed on 03/01/2016. Rihoux, B. – Ragin, C. C. (2009): Configurational Comparative Methods. Qualitative Comparative Analysis (QCA) and Related Techniques. Los Angeles etc: Sage. Tracada, E., Spencer,S. &Neary, S. (2014) Words which Exclude-Adjustments to Communication Devices within Law and Planning Frameworks dealing with Gypsy and traveller Accommodation in the UK, iCeGS - International Centre for Guidance Studies, University of Derby - ISBN 9780901437860.
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