Support programmes for Roma children

Do they help or promote exclusion

Bibliographic Data

ID12682005
AuthorsKazuyo Igarashi (St. John's University of Tanzania, corresponding author)
Year2005
Volume16
Issue5
Pages443-452
Publication date2005-12-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEuropean Journal of Intercultural studies (JOURNAL)
Journal identifiersISSN: 0952-391X • E-ISSN: 1469-8439
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14675980500378508
OpenAlexW1994921455
LanguageEN
Citations received8
References cited8

This article critically examines current education programmes for Roma primary school students in the Czech Republic and the impact of these programmes. The research described here, based on in‐depth case studies, challenges popular beliefs in the ‘success’ of Roma oriented programmes, as well as the stereotypical negative images of Roma parents. The studies also explore the dilemmas experienced by teaching staff and their views of both Roma and the majority ‘non‐Roma’ children. Notes 1. ‘Modifikace vzdělávacího programu Základní šksola pro specifické potřerby romskýcyh dětí’. This programme allows Romani children with special needs to learn Family Education or practical subjects instead of physics or chemistry, if necessary. 2. This estimate was given by the head teacher. 3. One is for students between years 3 and 4, and the other is for those between years 5 and 9. 4. Children in this class had learning difficulties such as dyslexia (not mental impairment) and followed modified mainstream curriculum. 5. One of the examples was Robin. This Romani boy re‐entered St Nicholas during year 2, after he had been excluded from another school. When he finished year 7 at St Nicholas, Robin’s parents moved him to Josef Lada, hoping that he would receive a better education. He was a well‐disciplined student and was very popular among his classmates. However, Robin immediately faced great difficulty catching up with Czech, math, chemistry and physics. Sadly, he left Josef Lada at the end of year 8 without completing the nine years of compulsory education

Class (philosophy · Curriculum · Czech · Developmental psychology · Head start · Inclusion (mineral · Mainstream · Mathematics education · Pedagogy · Political science · Poverty · Sociology · Education in Diverse Contexts · Education, Psychology, and Social Research · Psychology · Romani and Gypsy Studies · Social Psychology

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