Challenges and barriers in primary school education: The experiences of Traveller children and young people in Northern Ireland

Abstract

Exclusion, discrimination and widespread disadvantage are issues common to the Traveller community. Children from the Traveller community are often seen as the most at risk within the education system in respect of attendance, attainment and bullying. In this article, we consider the views of Traveller children and parents with respect to primary level education in Northern Ireland and assess the level of support that exists to help Traveller children within the education system. The findings from the research are discussed with reference to institutional discrimination and the varying experiences of children and their families, including an identification of positive attitudes to education contrary to typical stereotypes.

School books or wedding dresses? Examining the cultural dissonance experienced by young Gypsy/Traveller women in secondary education

“…Various studies report how many Gypsy/Traveller parents regard the main purpose of schooling to be the provision of a basic grounding of literacy and numeracy (e.g. Myers, McGhee and Bhopal 2010;Bloomer, Hamilton and Potter 2014). As will be illustrated further on in this paper, unsupportive parental attitudes may prevent young women from commencing secondary school or trigger feelings of confusion among those who do attend, despite their ambitions and level of attainment.…”

“…Parents are reported to be particularly concerned about: the lack of understanding in schools of the Gypsy/Traveller culture (Wilkin, Derrington and Foster 2009); low teacher expectations and negative attitudes (Foster and Norton 2012); bullying, racism and discriminatory policies and practices (Derrington 2016); mobility linked to travelling patterns (Devarakonda 2013); exposing their children (teenage girls in particular) to sexual activity, drugs and alcohol (Derrington 2007;Harding 2014) and; an inappropriate curriculum (Cudworth 2008). For many families, cultural patterns and traditional employment remain a priority over school education and once a basic level of literacy and numeracy is attained, many parents consider their children to have achieved all they require from an education (Bloomer, Hamilton and Potter 2014;Rosa´rio, Nu´n˜ez, Azevedo et al 2014). Learning that has no obvious connection to the home or community may be regarded as oppositional (Levinson 2008).…”

“…Learning that has no obvious connection to the home or community may be regarded as oppositional (Levinson 2008). Thus, 'curriculum relevancy', alternative curriculum courses that complement the roles that Gypsies and Travellers traditionally enter, is essential if education is to be continued (Bloomer, Hamilton and Potter 2014). However, a lack of vocational opportunities has been identified (Crozier, Davies and Kim Szymanski 2009), largely due to the government's preoccupation with standards, test results and league tables (Cudworth 2008).…”

Engaging Gypsy and Traveller pupils in secondary education in Wales: tensions and dilemmas of addressing difference

“…Despite commitment towards raising outcomes for Gypsy and Traveller pupils, there is criticism that 'paper inclusion' (Ivatts 2005) exists for pupils with low social economic status (House of Commons Education Committee 2014); with Gypsy and Traveller children remaining at the margins of the educational system. National data suggests that persistent absenteeism, dropout rates and the underachievement of Gypsy and Traveller children is more pronounced than that of any other social group at every stage of education (Bloomer, Hamilton and Potter 2014;Equality and Human Rights Commission 2015;Derrington 2016;Welsh Government 2016). Gypsy and Traveller pupils are more likely to be categorised as having special educational needs, excluded because of their behaviour, leave school without formal qualifications and less likely to continue to secondary school (Bhopal 2011;Foster and Norton 2012; Office for National Statistics 2014).…”

“…Many Gypsies/Travellers view secondary education as de-skilling their children because it reduces integration into the family, diluting their knowledge of essential cultural, economic and practical skills (Harding 2014). Therefore, once a basic level of literacy and numeracy has been attained, many parents believe their child has achieved all they require from an education, leading to many dropping out before the ages of 13 to 14 (DCLG 2012;Bloomer, Hamilton and Potter 2014). Deviating from cultural norms, by allowing young people to stay at secondary school, can be perceived as a threat to group loyalty and result in an individual or family becoming estranged from the community (Levinson and Sparkes 2006).…”