A hoax heard many times at school from some teachers is that the high rate of school failure in the Roma community is due to the fact that their families have no interest in their studies and in having good results; ensuring that the little interest in education is a cultural characteristic of this community.
Lecturing does not improve students’ understanding in mathematics
The Dialogical Pedagogical Gatherings are a teacher training format that improves their students’ educational results.
Need for the active participation of families for a good educational environment
Participation in educational leisure time youth organizations contributes to civic engagement and participation.
The quality of education is determined by whether the school is public or private.
Inclusive education in Lithuania progresses very slowly
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SCIENTIFIC ARTICLES:
COMMENT:
Currently, we have an abundance of scientific evidence to refute this hoax. These studies provide evidence on the factors that are contributing to the educational success of Roma students, and the involvement of their communities in their educational paths. For instance, among these factors are the implementation of successful educational actions which involve Roma communities in school and education (e.g. educational or decisive participation).
SCIENTIFIC ARTICLE:
COMMENT:
I want to share two pieces of researches that help to overcome this hoax.
The first is research that shows how Roma women and girls are organising themselves to overcome the barriers that prevent many girls from accessing education. This contribution shows how Roma women are developing social movements that make it possible for more and more girls to continue their studies. It is an example of how the Roma community is leading essential transformations to overcome the exclusion to which Roma people have traditionally been exposed.
Aiello E, Amador-López J, Munté-Pascual A, Sordé-Martí T. Grassroots Roma Women Organizing for Social Change: A Study of the Impact of ‘Roma Women Student Gatherings’. Sustainability. 2019; 11(15):4054. https://doi.org/10.3390/su11154054
The second research shows a unique case study of a school. It reflects the critical role that egalitarian dialogue between teachers and the Roma community plays in their participation in school, leading to an improvement in children’s school results.
Andrea Khalfaoui, Rocío García-Carrión & Lourdes Villardón-Gallego (2020) Bridging the gap: engaging Roma and migrant families in early childhood education through trust-based relationships, European Early Childhood Education Research Journal, 28:5, 701-711. https://doi.org/10.1080/1350293X.2020.1817241