Raising Roma Educational Participation and Achievement

Collaborative Relationships, Transformative Change, and a Social Europe

Dados Bibliográficos

ID8158399
AutoresAndrew Ryder (0000-0003-1416-3348, Corvinus University of Budapest, autor correspondente), Andrew Richard Ryder
Ano2016
Volume61
Fascículo4
Páginas417-431
Data de publicação2016-05-18
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoAlberta Journal of Educational Research (JOURNAL)
Identificadores do periódicoISSN: 0002-4805 • E-ISSN: 1923-1857
EditoraUniversity of Alberta Press (PUBLISHER • CA)
DOI10.55016/ojs/ajer.v61i4.56095
OpenAlexW2407496652
IdiomaEN
Referências citadas12

The paper gives an overview of Roma, Gypsy and Traveller (RGT) educational exclusion in the European Union and seeks to provide insights into good practice through case studies focusing on Bulgaria and the UK. The paper makes a case for the promotion of collaborative relationships, where RGT communities are active partners in developing curricula and decision-making in school. It is argued in the paper that such action needs to be made in tandem with interventionist and redistributive policy frameworks at the national and European level

Pedagogy · Political science · Raising (metalworking) · Sociology · Transformative learning · Jewish Identity and Society · Psychology · Religious Education and Schools · Romani and Gypsy Studies