Raising Roma Educational Participation and Achievement

Collaborative Relationships, Transformative Change, and a Social Europe

Datos Bibliográficos

ID8158399
AutoresAndrew Ryder (0000-0003-1416-3348, Corvinus University of Budapest, autor de correspondencia), Andrew Richard Ryder
Año2016
Volumen61
Número4
Páginas417-431
Fecha de publicación2016-05-18
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAlberta Journal of Educational Research (JOURNAL)
Identificadores de la revistaISSN: 0002-4805 • E-ISSN: 1923-1857
EditorialUniversity of Alberta Press (PUBLISHER • CA)
DOI10.55016/ojs/ajer.v61i4.56095
OpenAlexW2407496652
IdiomaEN
Referencias 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