Education and Roma Children in the Basque Region of Spain

Etxeberria, Felix

doi:10.1080/1467598022000008369

Cited by 12 publications

(5 citation statements)

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“…These individuals may be far removed from or without memory of their Indigenous heritage due to a variety of colonial, neoliberal, or hegemonic factors (e.g., racism, war, forced relocation). Like participants in this inquiry, people of color, whether in the US or in other countries, have often experienced first hand, and often times more extremely as in the case of American Indian and 2nd language learners in the US schooling, institutional racism and gross inequities which may impact their leadership practice (e.g., Etxeberria, 2002;Harris et al, 2006;Richards, 1999).…”

Section: Applied Critical Leadership: An Example Of Research On Racementioning

confidence: 99%

Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

Santamaría

2015

IJME

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This contribution considers educational leadership practice to promote and sustain diversity. Comparative case studies are presented featuring educational leaders in the United States and New Zealand who counter injustice in their practice. The leaders' leadership practices responsive to the diversity presented in their schools offer reconceptualizations of educational leadership for a changing society. Applied critical leaders are defined through similarities and differences, followed by suggestions for critical leadership promoting social justice and educational equity and culturally responsive practices to inform policy and practice for sustainable future-focused educational leadership.

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Section: Applied Critical Leadership: An Example Of Research On Racementioning

confidence: 99%

Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

Santamaría

2015

IJME

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“…As mentioned earlier, Roma children were regarded as 'handicapped' or as an 'educational problem'. Consequently, they were given what they seemed to be lacking at home to prepare them for school (Liégeois, 1998;Kiddle, 1999;Kyuchukov, 1999;Etxeberria, 2002). Taking what non-Roma children learned in the home environment as the norm, teachers literally tried to cram as many basic words, numbers and social skills into the children in one year's time.…”

Section: Discussionmentioning

confidence: 98%

Support programmes for Roma children: do they help or promote exclusion?

Igarashi¹

2005

Intercultural Education

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This article critically examines current education programmes for Roma primary school students in the Czech Republic and the impact of these programmes. The research described here, based on in-depth case studies, challenges popular beliefs in the 'success' of Roma oriented programmes, as well as the stereotypical negative images of Roma parents. The studies also explore the dilemmas experienced by teaching staff and their views of both Roma and the majority 'non-Roma' children.

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“…27 Felix Etxeberria identifies the main features of a traditional Roma education including the importance of family life, oral communication, experiential learning and the importance of particular values, notably experience, initiative, solidarity, one"s word, respect for one"s elders and defence of the family. 28 These values often conflict with those offered in mainstream education. Romani academic Tracy Smith argues: "The conflict which exists between mainstream education and traditional Romani gypsy education is located in the opposing structures, values and interests which are used to support and maintain social cohesion in two very different societies".…”

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confidence: 99%

Divide and teach: educational inequality and the Roma

O’Nions

2010

The International Journal of Human Rights

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This paper will discuss the decision of the Grand Chamber of the European Court of Human Rights in DH and Others v Czech Republic 1 which found that the practice of sending Roma pupils to special schools in order to provide remedial education undermined the human rights to education and non-discrimination contrary to the European Convention on Human Rights. The case highlights the degree of exclusion that Roma children face in the Czech Republic, yet this entrenched inequality is not unique to the region or to the context of education. The decision also clarifies the interpretation of indirect discrimination under Article 14 of the Convention. The EU Equal Treatment Directive 2 has paved the way for an enlightened approach to the question of indirect discrimination and in particular shifts the burden of proof to the respondent once a prime facie case is established. The Grand Chamber"s decision supports this approach and endorses the use of verifiable statistics in order to demonstrate prime facie discrimination. It also enables a broader enquiry into the societal context behind the facts.

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Education and Roma Children in the Basque Region of Spain

Cited by 12 publications

References 0 publications

Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change

Support programmes for Roma children: do they help or promote exclusion?

Divide and teach: educational inequality and the Roma

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