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2009, I. Kovalcikova (Ed.), Culture and competences: adaptive abilities of Roma students [Kultúra a kompetencie: adaptívne schopnosti rómskych žiakov]
by Monika Krajcovicova [Original work published in Slovak]
School education of Roma socially disadvantaged pupils in the Czech Republic
School education of Roma socially disadvantaged pupils in the Czech Republic2014 •
Educational Alternatives
Roma Pupils about School Education in the Czech Republic2013 •
The presented study deals with chosen questions related to the education of Czech Roma primary schools. It interprets the opinions and attitudes of the pupils, which are then processed quantitatively and implemented into the research relationship of comparison. The article points to one of the ways how to explore the key pedagogical-psychological constructs that are in our and also in world’s conditions in the sphere of education very often discussed.
Development trends in pedagogical and psychological sciences: The experience of countries of Eastern Europe and prospects of Ukraine
EDUKÁCIA DOSPELÝCH RÓMOV Z MARGINALIZOVANÝCH KOMUNÍT NA SLOVENSKU EDUCATION OF ADULT ROMA FROM MAGINALIZED COMMUNITIES IN SLOVAKIA2018 •
The subject of this study is the analysis of the current state and of possibilities of the education's development of adult Roma from marginalized communities 1 in the system of formal and informal education. We also include the concept of informal learning, which we, alongside with the necessary changes of formal and informal education, see as the potential space for reaching of the desired changes in the life of marginalized Roma. We look at these mentioned systems critically while we, with the analysis of current educational processes in adult age, point to the limits and lacks, which co-influence the lasting problem of low effectiveness of education of adult Roma from marginalized communities. We are sure that in the education of adult Roma it is necessary to implement the elements of individualization of education. The main aim of any educational and social interventions within this target group is the learners' critical reflection of the reality and of their own options for change. The basis for our methodology is the methodology of social sciences [9], the critical pedagogy [11] and the theory of cultural capital [4]. Formal adult education is realized in the subsystem of second-chance education. As the absence, resp. low level of education is a strong exclusive factor on labor market, we consider enabling Roma from marginalized communities to complete their education in a school system to be crucial. The level of education is 1 Marginalized segregated Roma communities are socially excluded Roma communities, whose inhabitants have restricted access to public service, goods and sources and to participation in deciding in a town. They have restricted contact with other inhabitants living outside their community. Their communities are on a lower social-economical level than other parts of town and have different characteristics, e.g. lower quality and overpopulation of the houses, absence of the infrastructure, high unemployment, income and material poverty of the inhabitants, lower level of education and higher amount of lower age categories [38, p. 4]. Segregated Roma communities (geographically separated independent settlements) and separated Roma communities (separated Roma parts, streets or colonies, which are a part of town) belong to the marginalized Roma communities in Slovakia [10, p. 11]. still the strongest stratification factor not only on labor market. From the educational activities in the system of non-formal education point of view, we deal mainly with the problematic effectiveness of non-formal education in connection with barriers of participation in education. We also draw attention to the inadequately created educational activities, which still keep the marginalized Roma passive. In the process of informal learning we think of the potential of its results in favor of the development of individual potential of adult Roma. The background of our ideas about problems in all kinds of education of adult marginalized Roma as well as about the necessary changes, are situated mainly in the theories of emancipation pedagogy [11], cultural capital [4] and transformative learning [23]. After having examined the theories and practice of the adult marginalized Roma education in Slovakia we can say, that education is not sufficiently individualized on the basis of knowing and understanding of its participants – adult Roma, on the basis of knowing their specific human capital in interaction with everyday situation and contexts of their social and cultural environment and such as is not focused on the educational needs of adult Roma from marginalized communities. We see the individualization of education as a possible tool of the inclusion of Roma into the social structures of the society. The education as a complex phenomenon needs to be seen in the connection with knowing of the historically developing mutual relations of Roma and the majority, but, in the practice of planning and realizing of education, it is necessary to eliminate the prevailing view " we " and " they. "
The presented study deals with chosen questions related to the school education of Czech Roma socially excluded primary school pupils. It interprets some key fact about their school education. It also defines four key factors of school education: educational process, teachers, subjects (courses), parents. Two qualitative cases are interpretated.
Proceedings of CBU in Social Sciences
Innovative Strategies for Education of Roma Children in Primary School2021 •
The problem with the education, socialization and upbringing of Roma children in Bulgaria is serious and requires the joint efforts of universities and schools. For many of these children, education is not a value. They study only in primary school and then remain traditionally in their family. It must be recognized that traditional family values and traditions for the Roma have the force of law. Many Roma families managed to socialize by leaving the ghetto and settling in Bulgarian communities - but many of them do not want to change their lifestyle. The cooperation between the schools and the university is presented in the university project "Innovations in the socialization of bilingual students through communication and speech development" presented here. A methodological innovation for the education of Roma children has been introduced. This innovation combines tradition (Roma fairy tale) and the development of reader literacy, thinking, and solving cases. A total o...
2017 •
The article presents the reasonings on the issue "educational prospects" for Roma children identified as a particular group of students from elementary school to which the educational process, learning and achieving success are processes without much attraction. The social situation of the Roma community does not show an evidence of awareness on the education of Roma children as a useful and perspective investment. On the basis of own studies are sought the causes and consequences and the tasks on the possibilities of changing the status quo are specified.
Education and New Developments 2019
Comparison of Options for Supporting Socially Disadvantaged Roma Pupils Within the Czech and Slovak Republic Education System2019 •
Efforts at securing equal treatment in education have involved developing various compensatory procedures focusing on people in disadvantaged situations. Within the Czech and Slovak Republics, support measures are generally designed for pupils from a demotivating social environment; pupils who live in deprived districts, pupils in families who do not want to or cannot focus on their children’s needs, pupils from families with long-term or severe difficult relationships, pupils living in facilities under the protection of social services or educational facilities securing institutional or protective care. A large proportion of pupils who fall within this group are from the Roma community. Thus from a long-term perspective, support measures become one of the most important tools for alleviating the future impacts of Roma marginalisation, allowing for greater chance of social participation. Systematic steps supporting the education paths of Roma children and school success are subject ...
2021 •
Building on the work of Chris Searle in this journal, the author draws on an ethnographic study of a Sheffield school to examine the experiences of Slovak Roma children in the first year of secondary school as they negotiate prevailing English-only language ideologies and complex curriculum challenges and attempt to fit into an educational framework that is trying to adapt to the forces of migration and super-diversity. Struggling to engage academically, pupils are banished to the bottom sets where they are fed a watered-down curriculum. It is argued that the Roma pupils in this situation are in the exclusionary ‘anteroom’; unable to rise through the academic system, weighed down by lack of English language, an alien culture, non-white skin colour and the lack of various forms of capital prized by schools, the next logical step for many is temporary or permanent exclusion. This article sheds light on those pupils at the bottom of the heap for whom chances are curtailed, and adds to ...
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