The Case Of Roma ALL - Equality & Inclusion · 2019. 11. 29. · We got some money from school,...
Transcript of The Case Of Roma ALL - Equality & Inclusion · 2019. 11. 29. · We got some money from school,...
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The case of the Roma: quest for the inner resources and supportive mechanisms across Europe
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Symposium guests
IntroductionAljoša Rudaš, International Step by Step Association, NetherlandsKateřina Sidiropulu Janků, Masaryk University, Czech Republic
Analytical perspectives 15:40Ioanna Strataki, Hellenic Open University, Patra, Greece
Promising practices 15:50Petra Sitárová, Romaňi Kereka/Ostrava City Library, Czech RepublicMilan Bindatsch, ZŠ Ibsenova & Ostrava City Library, Czech RepublicIsabel Cordeiro, Agrupamento de Escolas de Coruche, PortugalMarek Kapusta, SUPERAR, Slovakia
Workshop 16:30Ivan Šiller, Slovakia Comenius University & SUPERAR, Slovakia
Discussion 16:40
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Analytical frame
Who is Roma?
The exact answer is not available, but:• Still bears social stigma• Still concentrates social disadvantages• More or less complex pieces of independent linguistic and habitual social sphere• Differs alongside the formal iron curtain
• SW EU travelers' communities, no assimilation wave of the 1970s• CE EU settled, and re-settled urban communities, upbringing in 1960s and
assimilation in 1970s
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ISOTIS input• Quantitative and qualitative studies, especially focused on Roma mothers• Overview of promising practices• Child study in schools with Roma pupils• Design-based research using the VLE in classrooms and home environment• All this analytically confronted with the data from native low-income and immigrant
background families
• What works?• Interdisciplinary approach• Trust relationship with children AND parents• Symbolic acknowledgement of Roma culture, and treating it as a resource• International overreach
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Inner resources and supporting mechanisms for education in the case of Greek Roma families
STRATAKI I., PETROGIANNIS K.HELLENIC OPEN UNIVERSITY
UTRECHT – NOVEMBER 29TH, 2019
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Roma community o One of the largest non-immigrant minority groups in Europe, either due to their ethnic or cultural and socio-economic
status, are the Romani communities (Dimitrova et al., 2017; Dimitrova & Ferrer-Wreder, 2017; Triantafyllidou, 2011)
o Greek Roma population:
o High levels of marginalisation (European Commission 2013; FRA & UNDP, 2012 )
o Limited research in psychology and lack of empirical studies (Dimitrova et al., 2017)
o Lack of information about children's environment and how their daily lives are organized
o Greek Roma families are characterized by collectiveness. Family is the core and the source of assistance and cooperation
(Nova-Kaltsouni, 2004).
o Formal support: programs for improving living conditions (1996), Education Program for Roma Children (by Universities,
1997-2014, 2016-2018, 2020-) etc..
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Developmental Niche of Super & Harkness (1986)
The child(personal
characteristics e.g. age, gender)
Physical and social settings of daily life – The way the child’s environment is organized.
-Physical setting: household size and organization, availability of objects, nutrition
- Social setting: family structure and composition, languages
Customs and practices of child care Caretaking
practices, routines, parent-child interactions
Psychology of the caretakers Parental ethnotheories, cultural
belief systems
To describe the inner
resources and
supporting mechanisms
for education in the
case of Greek Roma
families.
Aim of the present study
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o In-depth narrative interviews comprising biographical narrative and semi-structured parts designed at the Department of Education, University of Oxford (Nurse & Melhuish, 2018).
o Content: Type of support in bringing up children, Experiences with the education system, Home environment, Identity, Life-styles and interests/family’s pastime, Aspirations regarding child’s future
o Duration 60-90 minuteso Data collection: 03/2018 – 7/2018o 2 sites: West Athens (Municipalities of Aghia Varvara & Ilion)
sector & West Attica region (Municipalities of Fyli & Acharnes)o The interviews were conducted in Greek and were audio-
recorded, fully transcribed and anonymized o Use of thematic analysis (Braun & Clarke, 2006) – use of NVivo 11
Method
3-6 9-11Ν 13 14Age (M, SD) 30.15 (4.24) 32.07 (4.99)Educational level
Low 12 14Medium - -High 1 -
Employed 4 3Age of TC (M, SD) 4.31(.75) 9.79(.97)N of children (M,SD) 2.85(1.21) 2.64(.93)
Socio-demographic characteristics of parents
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Nodes compared by number of coding references
Findings
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Informal support
Family seems to be the main support of Greek Roma mothers‘I'm with my family, that is since my husband left, I'm with them. I have seen a lot of support with my family. And it makes me happy, I don't want anyone else. <…> Both psychological and financial and (...) and with the kids, they help me, they make me, that is my family. I have nobody. Friends, okay, I have, I can't put friends above my family. Friends are friends. This. Nothing else.’ [4ROO2_02 ‘Petroula’]
Taking care/upbringing of children‘Eh (...) Advice (...). I don't know (laughter). Maybe (...) my husband. Does it count? I don’t know. Ok, I would discuss some things with my husband. I would like to hear his point for sure. And I would also like to hear my mother’s-in-law view that I consider as a reasonable person, not that we always agree or that I think she knows a lot, but (...) she's a person I can really communicate with, and maybe through having the conversation I listen to myself. Do you understand? That is, by having the conversation I listen to what I say, what [...] what I was thinking and how it looked. So, it is more in terms of communication, not so much as receiving the advice that I consider important, but to communicate what I have so that I can better process it. That, I don't have anyone else who I would really go to ask for advice. No, I haven’t.’ [4ROY1_02 ‘Metaxia’]
Quotations
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Formal support
State/Benefits‘So in some cases after a year or two? We got some money from school, before these cards came out now. Some children gave some. They used to give then. But now they cut it. Every year, that is, Christmas, every year after Christmas, they gave, rather they used to give, an amount. <…> That is for food, for help, for clothes, for books, yes yes and then they cut it. This. And that money helped us a lot. With their clothes, their shoes, their books. There are cases we have no money. How will we feed them? Now they will need more books. I have no car, no house, no help. Don’t they want shoes? Don’t they want clothes? Don’t they want books? How am I going to do that? That's why he tells you. In some cases I want help. My sister, my mom, they will [...] help me.’ [4ROO2_06 ‘Eleni’]
School‘It is the behavior I told you (...) from the rounds. The school, the hospital, they are the same. For me personally. They do their job just to get paid. Here, in this area. That's why I told you A. hasn’t gone for a week (to school). She didn’t call me to tell me, and plus the incident that happened that he got hurt. That is, to say is he okay, isn’t he? They only called me at the time that I went to get him. She tells me his neck is gone during gymnastics. That's it. She didn't even ask me again why he wasn't coming, what happened, how he was doing. Nothing. This. [4ROO2_02 ‘Petroula’]
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o Extended family seems to be the main support of Greek Roma mothers: financial & emotional support,
upbringing of children and instrumental
o Findings in line with previous research (Nova-Kaltsouni, 2004)
o Formal support: mainly by School, Health Sector, Social Services => depends on the area the mothers live
Summing up
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Thank you for your attention!
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ReferencesBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Dimitrova, R., & Ferrer-Wreder, L. (2017). Positive Youth Development of Roma Ethnic Minority Across Europe. In Handbook
on Positive Development of Minority Children and Youth (pp. 307-320). Springer International Publishing.Dimitrova, R., van de Vijver, F. J. R., Taušová, J., Chasiotis, A., Bender, M., Buzea, C., … Tair, E. (2017). Ethnic, Familial, and
Religious Identity of Roma Adolescents in Bulgaria, Czech Republic, Kosovo, and Romania in Relation to Their Level of Well-Being. Child Development. European Commission (2013). Roma Integration Concept for 2010-1013.
European Union Agency for Fundamental Rights and UNDP. 2012. The Situation of Roma in 11 EU Member States: Survey Results at a Glance. Vienna/ New York, European Union Agency for Fundamental Rights/ United Nations Development Programme.
Nurse, L., & Melhuish, E. (2018). Parent in-depth interview study: Technical report. Retrieved from the Inclusive Education and Social Support to Tackle Inequalities in Society (ISOTIS) project website: http://www.isotis.org/wp-content/uploads/
Nova-Kaltsouni, C. (2004). The Roma family in Greek society. (in Greek)Super, C. M., & Harkness, S. (1986). The developmental niche: A conceptualization at the interface of child and
culture. International journal of behavioral development, 9(4), 545-569. Triandafyllidou, A. (2011). Addressing cultural, ethnic & religious diversity challenges in Europe: A comparative overview of
15 European countries. Accept-Pluralism.Eu, 1–178.
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Ostrava City Library
• 28 branch libraries• 48 000 readers, from them are children• every year visiting 561 thousand visitors• 1 900 000 items• www.kmo.cz
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Romani Kereka
• created in 2006• Project partners: Goethe Institut Prag,
University Ostrava, Statutory City of Ostrava• a library aimed at meeting the minority with
the majority• morning educational events for schools,
afternoon leisure time activities• Romist Fund - books and periodicals
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Our assistant – Milan Bindatsch• operates in two branches• helps us in activities with Roma children• we get practical advices from him• his feedback helps us to recognize the differences in minority culture• Assistant financing - funding assistant library does not have resources• In the Czech Republic libraries aren´t accepted like aeducational
insitutions, they are eccepted just like a culture institutions and this isthe reason, why they can´t také money for pay this assistants
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Milan Bindatsch – school asisstent• works as an schooll assistant at Gebauerova elementary school• the school is mostly attended by Roma children• Mr. Bindatsch intermidiates communication with the community, family
and school• During extracurricular and leisure activities and provides support to the
teacher
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We and ISOTIS• our experience for ISOTIS :• two branches works with children from excluded locations• education of Roma children• organizing educational and leisure activities for children• many years' experience of librarians working with children and
youth
• what ISOTIS gave us :• common goal: equal access to education• realization our ideas• new teaching thanks to new technologies• participate in the creation of the VLE application
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Thank you for your attentionBc. Petra Sitárová[email protected]
andMilan Bindatsch
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Agrupamento de Escolas de CorucheBehind and Beyond Glass Classrooms
28th and 29th november 2019
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The educational intervention in the “Glass Classrooms” provides, visible tothe relatives and with their participation, pre-school education activitieswhich offer children the contact with diverse materials and experiencessimilar to the ones they develop in their Kindergarten. To make it possible, theEPEI team carries the materials needed and develops dynamics in a centraland “neutral” area of the Roma neighbourhood
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Behind andBeyond GlassClassrooms
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With the families
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Parenting skills programme
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Families awareness raising(Early Intervention)
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Moment of informal sharing
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Families sharing moment(Kindergarten)
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Thank you!
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SUPERAR< Superar > Abl., lat. < superare > to overcome (boundaries) – to surpass(oneself)
Equality & Inclusion Conference, Utrecht, NL November 28, 2019
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Superar in Plavecky Stvrtok
A story how a music education program
Helped to break racial segregationAnd re-connected a divided
community.
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Roma exclusion in Slovakia
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SUPERAR IS:
•Music education program open to all children•Regular, intense, long term development program •Free of charge for all participating children•Focussed on age 6-12+ preschool preparation (3-6)•Program activities:
•Regular concerts and appearances•Common music camps•Multi-cultural repertoire•Celebrating diversity
Who we are
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Superar is inclusive
Photo: Superar music lesson in A Vagac primary school, Detva
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Regular, accessible, intense
• School children 4+ lessons / week• Pre-school min 1 lesson / week• In curicullum + after school• In locations divided by social or ethnic tension• Engaging excluded, segregated children – but always
integrating them with others• Free of charge for all• No pre-selection criteria, no “talent hunting“
Superar is:
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Superar breaking segregation
Photo: joint rehearsal of children from PS Narnia and PS Plavecký Štvrtok
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Inclusion
•Equal treatment and access for all children•We seek talent hidden in every child•We mix children with different background (social, ethnic, confessional, others)•Children with special needs are included and are part of allour activities, we help them to find role they feelcomfortable enough – but still challenging•Every child deserves to experience success and appreciation, everybody participates in performances
Key principles
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07/2018 – Superar @ Austrian EU Presidency event
Shared success – important events
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Active musicmaking
• engages nearly all brain areas into a „neural workout“ • enhances creativity, mainly via improvisation and
composition;• requires sustained attention, goal-directed behaviour and
cognitive flexibility which can transfer to other activities• increases social inclusion, pro-social behaviour, a sense of
belonging and team work; • encourages empathy, emotional sensitivity, tolerance and
the development of social ethics
The neuroscience of music
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Learning in joy
Photo: Superar summer camp – children from segregated, „Roma only“ school in Plavecky Svrtok
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Personal development
•Impact on focus, ability to learn complicated content, cognitive flexibility• Impovement of discipline, perseverance, joy of learning, well being•Enhanced motivation, self-awareness, understandinghis/hers own abilities•Learning to gradual improvements of own abilities, embracing long term goals•Improves self-presentation skills, self esteem
Results & Observations
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Developing focus and attention of children
Small 2-3 minute games help us to re-gain attention of children
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Re-connecting communities
TV newscast piece – children from Plavecky Stvrtok starring in Vienna
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Photo: Superar lesson in Plavecky Stvrtok primary school
Thank you!
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contact: Civic Association Superar Slovakia
Budkova 22, Bratislava 81103www.superar.sk
mail: [email protected]
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Roma symposium DISCUSSION
IntroductionAljoša Rudaš, International Step by Step Association, NetherlandsKateřina Sidiropulu Janků, Masaryk University, Czech Republic
Analytical perspectivesIoanna Strataki, Hellenic Open University, Patra, Greece
Promising practicesPetra Sitárová, Romaňi Kereka/Ostrava City Library, Czech RepublicMilan Bindatsch, ZŠ Ibsenova & Ostrava City Library, Czech RepublicIsabel Cordeiro, Agrupamento de Escolas de Coruche, PortugalMarek Kapusta, SUPERAR, Slovakia
WorkshopIvan Šiller, Slovakia Comenius University & SUPERAR, Slovakia
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