Supporting the learning of nomadic communities across transnational contexts: exploring parallels in the education of UK Roma Gypsies and Indigenous Australians

“No study, no gain?” Comparison of Ciganos with different levels of education based on National Study data on Roma Communities

“…No Reino Unido existe uma tendência por parte dos ciganos para considerar que parte dos curricula são importantes, como a literacia e a numeracia básicas, mas o restante é tomado desnecessário para o modo de vida levado a cabo (Bhopal, 2004). Outro trabalho no Reino Unido identifica um receio por parte dos ciganos que a participação no sistema escolar leve à erosão da sua identidade cultural (Levinson e Hooley, 2014). Por outro lado, no mesmo território, tem havido por parte dos mesmos um reconhecimento da importância da educação rudimentar (literacia a numeracia), bem como a ideia de que através da escolarização as crianças poderão ter um melhor futuro (Myers et al, 2010).…”

Practicing Teachers’ Reflections: Indigenous Australian Student Mobility and Implications for Teacher Education

“…There are similarities between Linda's lesson, and the three characteristics of culturally-appropriate pedagogy (contextualisation, cultural relevance and authenticity) that Hickling-Hudson and Ahlquist (2003) found to be successful in leading students to become more engaged in their learning. As noted by Levinson and Hooley (2013) it can be difficult to bridge the gap between learning when it involves two cultures. For both Leslie and Linda, therefore, there were connections between historical factors and their development of culturallyappropriate pedagogies.…”

“…In the conclusion to their exploration of the parallels between the education of mobile Indigenous Australian and UK Roma Gypsy communities, Levinson and Hooley (2013) argued that a preoccupation with attendance and achievement at school for these groups could lead to two disparate outcomes. For both groups, such foci could be considered positive in relation to the rights that children have to access mainstream education.…”

“…Dispositions around social justice based on developing an understanding of the history and culture of Indigenous Australians help to avoid the problem of placing the blame for the educational failure of students who do not permanently reside in one location on their mobility (Danaher, Danaher, & Moriarty, 2007) and pave the way for designing pedagogical approaches based on the strengths that Indigenous Australian students bring to the classroom. It is difficult to understand how these positive effects can be achieved without schools developing trusting relationships with Indigenous communities and broadening their views around curriculum and pedagogy, as recommended by Levinson and Hooley (2013).…”

Exploring the Intercultural Identity of Slovak-Roma Schoolchildren in the UK

“…She asserts that as a nationless ethnicity, it has been their ability to adapt without changing that has seen them prevail as a group for so long. However, underlining the imprudence of viewing the Roma as homogenous, as Levinson and Hooley (2013) warn, for Sona language practices seem to exert a stronger effect on her personal identity. She describes learning English at school as being, "so hard to really change myself", alluding to the significance impact a different culture and language has had on her personal sense of identity, echoing Blommaert's perspective that it is not simply learning the words of a different language, but learning how to 'be ' (2007).…”