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INSETRom A European Project for Roma Pupils’ Educational Inclusion

INSETRom A European Project for Roma Pupils’ Educational Inclusion. INSETROM in Austria Dr. Mikael Luciak University of Vienna. Roma in Austria. Estimated group size: 25,000 - 40,000 people (total); about 2/3 migrant background. Within-Group Diversity. Socio-political status

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INSETRom A European Project for Roma Pupils’ Educational Inclusion

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  1. INSETRomA European Project for Roma Pupils’ Educational Inclusion INSETROM in Austria Dr. Mikael LuciakUniversity of Vienna

  2. Roma in Austria Estimated group size: 25,000 - 40,000 people (total); about 2/3 migrant background MCL 2009

  3. Within-Group Diversity • Socio-political status • Settlement area • History - Culture – Language - Religion • Length of stay in Austria • Relationship to the majority population MCL 2009

  4. What is Roma Education? • „Special“ education for Roma? e.g., special needs education; reduced curriculum: „practical“ education • Minority schooling? e.g., bilingual/bicultural education • Culturally responsive teaching in inclusive educational settings? MCL 2009

  5. What is Roma Inclusion? (1) • Increasing school participation and attendance rates • Placement/Access in regular schools • Improving educational achievement • Social integration and participation in all areas of life MCL 2009

  6. What is Roma Inclusion? (2) • Developing inclusive/ intercultural curricula and pedagogy • Inclusive/ intercultural teacher education • Fostering relationships with parents and Roma communities MCL 2009

  7. What is the problem? MCL 2009

  8. Assumption Knowing the - History of schooling of Roma in Austria and in other countries - Data on educational underachievement of immigrant students with socially disadvantaged backgrounds • The school systems‘ inadequate response to diversity → Assumption: Roma students underachieve and participate less in education MCL 2009

  9. What is the evidence? • No school statistics on Roma Data on citizenship and language not conclusive • No data on school choice and achievement • No data on absenteeism/ drop-out rate • No data on transition from school to work • Lack of research MCL 2009

  10. Research methodology • Qualitative interviews (individuals/ groups) - Teachers - Roma native language teachers and - assistants - Roma parents and Roma students - Heads and instructors in after-school programmes • Participant observation in schools and afterschool programmes MCL 2009

  11. Achievement and Participation of Roma with migrant background • Comparatively low educational attainment • Higher rates of absenteeism • Higher rate of early school leavers • Low parent involvement • Difficult transition from school to work MCL 2009

  12. Predominant explanations • Teachers - Roma are not interested in education; Children come to school unprepared; No homework • Students - Lack of support from parents; Learning environment at home not conducive • Parents - Children do not learn/ attend school; Teachers want to send children to special schools MCL 2009

  13. Interrelating explanatory variables • Cultural and language differences • Social background and home environment • Parents‘ attitudes, aspirations, educational level, knowledge about the school system • Institutional/ systemic factors • Structural/ societal inequalities MCL 2009

  14. Teacher In-Service Training Indicated because: • Teacher‘s preconceived notions about Roma and „Roma culture“ • Lack of knowledge about Roma • Lack of recognition of Roma identity • Lack of knowledge about languages spoken • Unsuccessful strategies in working with parents MCL 2009

  15. Teacher In-Service Training Goals: • Increase participation and access • Empowerment and social integration • Reduce the risk of segregation • Improve learning outcomes • Improve teacher-parent collaboration MCL 2009

  16. Teacher In-Service Training Process: • Reflection on own social/ cultural background; stereotypes and prejudices • Understand meaning of cultural and language differences • Understand relevance of systemic and structural factors • Develop more inclusive/ intercultural curricula and pedagogy • Collaboration with Roma teachers/ assistants MCL 2009

  17. Empirical evidence on outcomes – Knowledge and Insights gained • Focus on inter-relations instead of culture of „the other“ • Understand diffent values, norms, customs • Learn to use gate-keepers to get access to Roma families • Don‘t rely on parents‘ help with homework • No written notices to parents • Inquire about language use and competencies MCL 2009

  18. Empirical evidence on outcomes – Practical implementation • Use school materials and literature on Roma • Poems and songs in Romanes • Visit exhibts on Roma history and daily life • Discussing stereotypes and prejudices • Teacher-parent conferences with help of Roma native language teacher • Collaboration with after-school programmes MCL 2009

  19. Schukar Di!

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