Roma communities have no interest in education

Scientific Evidence Platform Hoax Roma communities have no interest in education
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SCIENTIFIC ARTICLES:

However, there is a lot of literature across Europe and across the US that also reveals improvement in the persistence of Roma children in school, as well as in their access to higher education. Just a glimpse of this research can be consulted here:

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COMMENT:

Roma communities are considered in the social imaginary (promoted in mainstream TV and social media) as those who have no interest in education, are perceived as backward, and Roma women subdued to men.

But scientific research as well as a non-biased approach to the community shows that what underlies all these stereotypes and prejudices against the community is the still existing anti-gypsyism. Such anti-gypsysism penetrates societal structures, and inter-personal relations.

Evidence reveals that the poor educational performance of Roma children cannot be attributed to a lack of “interest in education” of an entire ethnic community (something per se misleading), but due to systemic and interpersonal barriers faced at the time of having to navigate educational systems that are blinded to ethnic diversity, and which still working under segregationist dynamics (FP6 INCLUD-ED).

OTHER SOURCES:

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Nerea Gutiérrez

SCIENTIFIC ARTICLES:

  • Claveria, J. V., & Alonso, J. G. (2003). Why Romà do not like mainstream schools: Voices of a people without territory. Harvard Educational Review, 73(4), 559-590.
  • Khalfaoui, A.; García-Carrión, R. & Villardón-Gallego, L (2020): Bridging the gap: engaging Roma and migrant families in early childhood education through trust-based relationships, European Early Childhood Education Research Journal, DOI: 10.1080/1350293X.2020.1817241 

COMMENT:

The idea of lack of interest in education among Roma communities has been a long lasting prejudice which does not consider the scientific evidence that has shown the opposite. So, although it is widely spread that Roma families do not get involved at school and can only participate in routine tasks or informative meetings, research has shown that sharing a collaborative and egalitarian space in which all the people involved are equally treated, the Roma families build partnership and create confidence-based relationship with the teachers and the school. Consequently, far from being uninterested in education, Roma families’ involvement in their children’s education transform persistent inequalities into opportunities to learn and overcome racism or other systemic barriers, in which many vulnerable families are trapped. Making meaningful connections between the school and students’ lives, Roma communities foster students’ success and open new horizons for a better education and a better life.

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Last edited 11 months ago by Beatriz Villarejo Carballido
Rocío García

Those dynamics of egalitarian dialogue also occur in the “Roma Women Student Gatherings’ ‘where women from young girls up to ederly Roma women engage in meaningful discussions and share their concerns about their own and their children’s education. It is a powerful space where they discuss the barriers that are faced within the educational system and which actions are needed in order to overcome them. For all the students, and specially for those belonging to cultural minorities, such as the Roma, it is crucial to have role models. In the Roma Women Student Gatherings, Roma women (from different profiles and backgrounds) who have managed to get to higher education, serve as a successful role model and collaborate with a common aim: promote quality education among Roma women in order to overcome exclusion

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Rocío García

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Last edited 2 years ago by Rocío García
Gisela Redondo-Sama

SCIENTIFIC ARTICLES:

COMMENT:
I have had the chance to participate in research about Roma women and in the conversations with them, I have always been impressed by their trust on education for the future of Roma girls. Recently, I found the article published this year in the scientific journal Affilia. Journal of Women and Social Work entitled “The invisible feminist action of Roma families” by Munté, de Vicente, Matulic & Amador, (https://doi.org/10.1177/0886109920906780), which also presents evidence that dismantle this hoax.

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Last edited 11 months ago by Beatriz Villarejo Carballido
Fernando Macías-Aranda

SCIENTIFIC ARTICLES:

  • 
  • Díez-Palomar, J.; Sanmamed, A.F.F.; García-Carrión, R.; Molina-Roldán, S. (2018). Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics. Sustainability, 10(2191), 701-716. doi: 10.3390/su10072191
  • Flecha, R., & Soler, M. (2013). Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education43(4), 451–465. http://doi.org/10.1080/0305764X.2013.819068
  • García-Espinel, T., Santiago-Santiago, D., y García-Algar, M. (2019). Diseñando e implementando políticas públicas con y para la comunidad gitana. El impacto social del Plan Integral del Pueblo Gitano en Cataluña. International Journal of Roma Studies, 1(1), 84-119. doi: 10.17583/ijrs.2019.3957
  • Macías-Aranda, F., García-Espinel, T., Valls-Carol, R., & González-García, J. (2019). Del gueto a la universidad: el impacto de las actuaciones educativas de éxito en la inclusión social y educativa del pueblo gitano. En A. Arellano & M.A. Sotés (Eds.), Juventud gitana: retos educativos en la transición a la vida adulta (pp. 65-112). Barcelona: Graó.
  • Valls, R., & Kyriakides, L. (2013). The power of interactive groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education, 43(1), 17–33. doi: 10.1080/0305764X.2012.749213

COMMENT:

Only 1% of Roma have finished university studies, while almost 35% of the rest of the population have arrived to higher education. This huge educational gap is also observed during compulsory education. Only 30% of Roma students obtain a secondary education degree, when 60% of non-Roma students successfully pass this educational level. The anti-gypsy explanation about this educational gap is based on the stereotypes and prejudices against this community. People who call themselves “experts” in education, among others, continue to argue that the Roma people do not have success in education due to their culture, since they are not interested in education nor motivated enough.

Educational research has already demonstrated that this educational failure are related to educational practices that are not based on scientific evidences (“occurrences”). Some of these practices are the following:

  1. low educational and social expectations about Roma students and their families from teachers and other professionals.
  2. concentration of Roma students in schools with low academic performance (normally located in disadvantaged neighbourhoods with a high concentration of Roma population), where the official curriculum for the entire school is drastically reduced (tracking).
  3. concentration of Roma students in segregated classrooms with a low educational level, where the official curriculum is drastically reduced.
  4. individual curricular adaptations based on curriculum content reduction, under the premise that, since they are Roma students, they will not be able to follow the ordinary curriculum.

When educational system implements practices based scientific evidences (as the Successful Educational Actions, SEAs), Roma students and their families have social and educational success, even arriving to the university and beyond.

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Last edited 11 months ago by Beatriz Villarejo Carballido
maria_adalid

COMMENT:
En España, el índice de abandono escolar es un 19,4%, en comparación con el de la comunidad gitana, que es un 63,4%, donde la Comisión Europea dirigida al Parlamento Europeo contempla que este fenómeno está causado por factores individuales, educativos y socioeconómicos y afecta en gran medida a este colectivo. Tras estas afirmaciones que hacía la Fundación Secretariado Gitano, podemos ver que no es verdad que no tenga interés en la educación, sino que hay muchísimos factores que les afectan y que no tienen que ver con el interés antes mencionado. Por otro lado, esta fundación hace hincapié para la promoción educativa de la comunidad gitana, ya que consideran que la educación es un pilar básico del desarrollo de las personas y favorece la inclusión social y la igualdad de oportunidades.

Según el informe de discriminación de la FSG (2014), suele haber una discriminación en el ámbito educativo del profesorado al alumno gitano, donde usan un lenguaje negativo, hacen una insinuación despectiva, hacen referencia a los estereotipos asociados… (María Jesús Márquez García & Daniela Padua Arcos, 2016). Siguiendo con este artículo, ven la necesidad de combatir la discriminación en cualquiera de sus manifestaciones, donde lo social y lo educativo se transforme en una práctica común para mejorar la imagen social de la comunidad gitana y la ruptura de prejuicios y estereotipos, para poder darles esa formación educativa que se merecen.

En mi opinión, considero que hay una gran desinformación sobre estos colectivos, en los que los mitos suelen prevalecer y las personas nos los creemos si ni siquiera preocuparnos en buscar información sobre ello; algo que me parece un error, porque ahí ya estaríamos haciendo caso a los estereotipos, y por ello causando una segregación que va a afectar tanto a ellos, porque dan pie al abandono escolar y todos los problemas vistos, y para nosotros, que nos vamos a privar de conocer otra cultura y personas por hacer caso a las “diferencias” que puede haber, y que al fin al cabo todos tenemos unos con otros. Por estas razones, pienso que la escuela debe estar más presente que nunca, porque la educación tiene el poder de cambiar estos pensamientos que nos impone la sociedad, y darnos información para construir nuestro conocimiento.

OTHER SOURCES:
Educación – Fundación Secretariado Gitano. (2012). Gitanos.org. https://www.gitanos.org/que-hacemos/areas/educacion/index.html.es

María Jesús Márquez García, & Daniela Padua Arcos. (2016). Comunidad gitana y Educación Pública. La necesidad de construir un proyecto social y educativo compartido. Revista Interuniversitaria de Formación Del Profesorado85, 91–101. https://doi.org/https://dialnet.unirioja.es/descarga/articulo/5573948.pdf

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Last edited 11 months ago by Beatriz Villarejo Carballido
Coral Anguera

A través de la Fundación Secretariado Gitano, vemos que las Comunidades Gitanas son cada vez más conscientes de la importancia de la educación para que sus jóvenes acaben los estudios obligatorios y que puedan seguir con estudios superiores. Concretamente el Programa Promociona, ayuda a estos jóvenes con becas, formaciones, asesoramiento, etc. ya que “la formación es el pilar básico para el desarrollo de las personas y también para la inclusión en el mundo laboral” (Fundación Secretariado Gitano. (S.f.) Programa Promociona. https://www.gitanos.org/que-hacemos/areas/educacion/promociona.html). 

Mediante mi experiencia personal, creo que todos debemos tener cuidado con los estereotipos, porque dan una visión parcial de la realidad. La escuela debe de ser un lugar donde todos tienes las mismas oportunidades de progresar y así poder forjarse un futuro mejor. 

Gracias a una integrante de la Asociación Joven Gitana de Tarragona (AJGT), pude conocer el trabajo llevado a cabo con la URV para fomentar que los jóvenes de estas comunidades prosigan los estudios en la ESO y posteriormente en la universidad. “Ambas partes se han comprometido a promocionar actividades y herramientas para fortalecer el proceso educativo y laboral de la juventud gitana.” (Redacción, (2017). La URV y la Asociación Joven Gitana quieren más gitanos en la universidad. La Vanguardia. https://www.lavanguardia.com/vida/20170502/422230167782/la-urv-y-la-asociacion-joven-gitana-quieren-mas-gitanos-en-la-universidad.html). 

Estos artículos vienen a desmentir ciertas informaciones que afirman que las Comunidades Gitanas no tienen ningún interés en la educación. Es hora de cambiar nuestra forma de ver a las minorías étnicas y realmente incluirlas en los procesos educativos, cada una con sus particularidades que lejos de restar suman en la sociedad de hoy en día.

lavrart

Scientific article: https://www-sciencedirect-com.sabidi.urv.cat/science/article/pii/S1877042815027056?via%3Dihub

In support of the rebuttal of this hoax, I have a Romanian friend who once told me that his grandmother had always been interested in education, but the laws and institutions didn’t provide her with the opportunity to have a quality education. Therefore, she always encouraged him to benefit from the progress Romania has experienced in teaching. Nowadays, he is studying for a PhD in biotechnology and is willing to continue learning other fields and curiosities to enrich himself as a person.

To reaffirm these statements, before it was established the first resourcefulness in 1993, the criteria and standards for the coordination of private initiatives in Romania were lacking. However, the article says that “The Romanian higher education has been following the European and international trend of passage from the quality definition, assurance and guarantee from inside the university to outside it”. Moreover, the study reveals that their key priorities are quality aimed at assurance responsibility, assurance evaluation and assuring employability.

After all, this hoax is based on racism and prejudices that have no scientific evidence behind and they can be perfectly refuted because almost everyone has the right and the interest to educate themselves despite their origin.

Fran Santamaría Ramos

En los últimos tiempos se ha conseguido un gran avance en la escolarización de las comunidades gitanas, logrando prácticamente un ingreso total a la escuela. Sin embargo, dentro del marco educativo encontramos ciertas condiciones que dificultan su inclusión en el ámbito; absentismo esporádico o total, abandono escolar prematuro, fracaso escolar, entre otros.

No obstante, cabe destacar que estas situaciones existentes entre los niños y niñas de etnia gitana no vienen derivadas por el hecho de que los padres lleven o no a sus hijos a la escuela, ni por el choque de cultural entre personas gitanas y no gitanas, ni por la ‘‘deprivación sociocultural’’. Estas situaciones provienen del propio contexto, ya que en muchas ocasiones tiende a generar falsas suposiciones o mensajes ambiguos, que pueden llegar a producir exclusiones y una continua marginación y aislamiento, lo cual conlleva a la formación de guetos.

Por una parte, se anima al pueblo gitano a que se inserte en el sistema educativo y que puedan aprender con él, pero, por otra parte, encontramos las circunstancias que los desvalorizan, marginan y excluyen a estas comunidades del derecho a una educación de calidad.

Es por ello que el sistema educativo debería de realizar un cambio tanto en su sistema como en sus respectivos procesos educativo, ya que es necesario entender esta situación como un problema de inadaptación del propio sistema, ya que el pueblo gitano siempre a estado interesado por la educación.

Guzmán, A. G. (2005). La educación con niños gitanos. Una propuesta para su inclusión en la escuela. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación3(1), 437-448.

Montoya, J. M. (1988). El pueblo gitano ante la escuela. Ponencia dentro del libro “La escuela ante la inadaptación social” Ed. Fundación Banco Exterior. Madrid.

Noelia Garcia

COMENTARIO:

En el caso de las comunidades gitanas, son comunidades que siempre han estado discriminadas y tachadas de pertenecer a una cultura la cual no es capaz de evolucionar al mismo ritmo que lo hace el resto de la sociedad, pero realmente, es un grupo minoritario el cual se suele encontrar marginado debido a la cultura a la que pertenecen, ya que, por regla general, se considera que no presentan interés por obtener una educación de calidad.

En la actualidad, las comunidades gitanas sí conocen y, además, comparten la importancia que tiene la necesidad de obtener una educación adecuada para optar a un mejor nivel de vida, pero, se encuentran con una serie de inconvenientes que no les permiten desarrollar sus capacidades educativas correctamente, como son, en el caso de los jóvenes, el choque de sus tradiciones con la educación, pues se llega a pensar que esta no es adecuada a la hora de tener en cuenta sus tradiciones culturales.

Pero el mayor problema que se encuentra es el racismo que se produce en las escuelas, pues se suele tachar a las comunidades gitanas que no se incluyen con el resto de la sociedad, pero el verdadero motivo viene relacionado con la falta de inclusión que presentan las mayorías de las escuelas, por lo que si la sociedad no permite que se integren como el resto de comunidades, esto afectará en el rendimiento académico de los niños y niñas gitanos, debido a que no se relacionarán con personas que no sean pertenecientes a su cultura. 

ARTÍCULOS CIENTÍFICOS:

https://www.tandfonline.com/doi/full/10.1080/01425692.2014.897217

Martin P. Levinson (2015) ‘What’s the plan?’ ‘What plan?’ Changing aspirations among Gypsy youngsters, and implications for future cultural identities and group membership, British Journal of Sociology of Education, 36:8, 1149-1169, DOI: 10.1080/01425692.2014.897217

https://www.tandfonline.com/doi/full/10.1080/13613324.2010.492138

Martin Myers, Derek McGhee & Kalwant Bhopal (2010) At the crossroads: Gypsy and Traveller parents’ perceptions of education, protection and social change, Race Ethnicity and Education, 13:4, 533-548, DOI: 10.1080/13613324.2010.492138

https://www.tandfonline.com/doi/full/10.1080/13603110601183065

Gwynedd Lloyd & Gillean McCluskey (2008) Education and Gypsies/Travellers: ‘contradictions and significant silences’, International Journal of Inclusive Education, 12:4, 331-345, DOI: 10.1080/13603110601183065

ainhoalm115

To investigate my research topic “Roma communities have no interest in education” I have focused on the investigation of three articles cited later.
In the first article “Gypsy travelers and education: changing needs and changing perceptions” the different opinions that the gypsies have about the education that is being imparted to their children are studied.
Much of the research results revealed that, if there is low educational performance of this group, caused in part by the low quality of education given to them and the differences in opportunities that exist in our society, despite the fact that the Parents of the students affirm that they are interested in their children’s education.
In the second article “Roma integration-Education for all” it is confirmed that the Roma community is still largely unknown, partly due to the great marginalization they suffer from other people.
Due to the lack of education dedicated to the Roma population, the inequalities between this minority are accentuated and the differences are more noticeable.
Some of the results that stood out in carrying out this research were the lack of equal opportunities in the education of Roma children, the poor life and education in Roma families, marriages between minors, the lack of rights for women of Roma ethnicity and the inability to obtain a job after participation in vocational training courses.
The third article, “Education and Roma/Travellers: Contradictions and Significant Silences”, explains how discrimination against Roma is still so widespread today that it has been described as the last “respectable” form of racism. In addition, they are trying to “silence” all the problems and prejudices that this group is emerging.
Therefore, in conclusion, I can say that many Roma families do have an interest in their children’s education, however, due to the discrimination and inequalities they suffer in society, it is not possible for them to have a good education.
Kalwant, B. (2004). Roma travelers and education: changing needs and perceptions. British Journal of Educational Studies, 52: 1, 47-64, DOI:10.1111/j.1467-8527.2004.00254.x
Roman, I. (2013). Roma integration- Education for all. Retrieved from file:///C:/Users/ainho/Downloads/Integraci%C3%B3n%20Gitana%20%E2%80%93%20Educaci%C3%B3n%20para%20Todos.en.es.pdf
McCluskey, G. (2008). Education and traveling gypsies; “significant contradictions and silences”. 331-345. Retrieved from file:///C:/Users/ainho/Desktop/LINKS%20POL%C3%8DTICA/Full%20articleEducation%20and%20GypsiesTravellerscontradictions%20and%20significant%20silences.html

Carla Martinez Motos

The Roma ethnic group suffers from marginalization in the school and educational systems, since there are traditional stereotypes that determine how the official institutions perceive the Roma. Some schools refuse to admit Roma students due to the perceived detrimental effect they may have on overall poor school performance and attendance outcomes.
Gypsies face racism in the educational system, suffering in many cases exclusion due to their cultural identity and this causes less school participation by parents.
Involving the family in general in the educational process can be a useful means of promoting education within the established educational system, in a way that reflects the norms of the Roma culture.
It is necessary to give the Roma community a voice, as the involvement of parents and children in the educational process can be an effective way to identify barriers to attendance, develop strategies to address them and achieve equal opportunities for Roma children.
Education is the most vital instrument to repair the current marginalization and social exclusion of Roma in society. For the level of education to improve, the current educational policy has to be redesigned to incorporate more effective and affirmative responses to the interrupted learning of the Roma community.
It is necessary to facilitate access to education for Roma, to avoid difficult situations in adulthood such as poverty, lack of employment, homelessness or other situations that their parents are currently in, since they do show interest to learn and to go to school. The social cohesion of the group is necessary at all levels to guarantee the equal rights of all citizens regardless of ethnicity.

Kalwant Bhopal (2004) Roma Travelers and Education: Changing Needs and Changing Perceptions, British Journal of Educational Studies, 52: 1, 47-64, DOI:10.1111/j.1467-8527.2004.00254.x

Roman, I. (2013). Roma Integration – Education for All. Roma Integration – Education for All.

McCluskey, G. (2005). Education and Gypsies/Travellers: «significant contradictions and silences». Education and Gypsies/Travellers: «significant contradictions and silences».

Paula Bonet

Muchos países, a pesar de los acuerdos para adherirse a las prácticas ‘democráticas’, niegan a los ciudadanos pertenecientes a minorías sus plenos derechos, particularmente en contextos educativos. Hay un estigma muy normalizado que sitúa a las personas de esta etnia dentro de esta afirmación “Las comunidades gitanas no tienen interés en la educación”, como muchas otras formas de discriminación, cuando son personas con los mimos derechos que el resto.

Muchos romaníes todavía se enfrentan a una profunda exclusión social, a restricciones para ejercer sus derechos básicos y a una gran cantidad de discriminaciones. Estos problemas afectan su acceso a una educación de calidad, por lo que no se debe culpar a los romaníes de la existente “falta de interés” en la educación ya que las condiciones que se les ofrece no son dignas, debido a las constantes segregaciones entre los niños romaníes y los que no lo son, ya que en muchas comunidades el antigitanismo se ha normalizado.

La invisibilidad de la lucha contra el antigitanismo en los derechos humanos y en la educación contra la discriminación también contribuye a fomentar actitudes y actos de discriminación contra el pueblo romaní.

Council of Europe. (s. f.). Home. Roma Youth Action Plan. Recuperado 24 de marzo de 2022, de https://www.coe.int/en/web/youth-roma

O’Hanlon, C. (2016). The European Struggle to Educate and Include Roma People: A Critique of Differences in Policy and Practice in Western and Eastern EU Countries. Social Inclusion, 4(1), 1–10.

https://www.researchgate.net/publication/295100407_The_European_Struggle_to_Educate_and_Include_Roma_People_A_Critique_of_Differences_in_Policy_and_Practice_in_Western_and_Eastern_EU_Countries

Lecturing does not improve students’ understanding in mathematics
The mathematics educational community has been showing a growing interest in student-centered approaches. A lot
The Dialogical Pedagogical Gatherings are a teacher training format that improves their students’ educational results.
SCIENTIFIC ARTICLES: Roca-Campos, E., Renta-Davids, A. I., Marhuenda-Fluixá, F., & Flecha, R. (2021). Educational impact
Need for the active participation of families for a good educational environment
To build a good educational environment, it has been shown that the active participation of
Participation in educational leisure time youth organizations contributes to civic engagement and participation.
El objetivo es demostrar la estrecha relación con el desarrollo de un perfil cívico activo
The quality of education is determined by whether the school is public or private.
Research continues on the differences in academic results between public and private schools. This difference
Inclusive education in Lithuania progresses very slowly
¿Por qué tomó tanto tiempo tener un sistema de educación inclusivo en las escuelas de
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