Different and unequal: the educational segregation of Roma pupils in Europe

O’Nions, Helen

doi:10.1080/14675980903491833

Cited by 66 publications

(42 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In terms of education, there have been attempts to increase Roma school attendance since the 1960s, but they have been largely unsuccessful. Even recently, less than half of Roma Gypsy children finish mandatory school in Italy (O'Nions, 2010). Data from the 1960s to 1990s show a slight increase in the last 5−6 years, particularly, in elementary school attendance.…”

Section: Italymentioning

confidence: 99%

The European Struggle to Educate and Include Roma People: A Critique of Differences in Policy and Practice in Western and Eastern EU Countries

O’Hanlon

2016

View full text Add to dashboard Cite

Multiculturalism is an established feature of the UK and other European States since the establishment of the Treaty of Rome in 1959. Enlargement has brought EU membership from six (1952) to twenty eight members since its foundation, and allowed free migration across its borders. However, many countries, in spite of agreements to adhere to 'democratic' practices, deny minority citizens their full rights, particularly in education contexts. Some recent accession EU States have education systems that are less adaptive to expected policy responsibilities. It is a more unstable aspect of Eastern Europe because of the failure of many of these countries to reduce social and educational inequalities and to establish rights for minority groups, particularly the Roma. An educational focus is used as a platform to highlight issues re the segregation, and discrimination against, Roma children in Europe, typically through the use of special education, which is not suitable for them. Europe generally, both East and West has failed to fully integrate the Roma. Often, institutional blame is placed on Roma communities, rather than situate them socially and economically due to ingrained structural inequalities. Stereotyped categories are often used to 'label' them. Countries with high Roma populations, four in Western and five in Eastern Europe are evaluated and compared in relation to the education of Roma children.

show abstract

Section: Italymentioning

confidence: 99%

The European Struggle to Educate and Include Roma People: A Critique of Differences in Policy and Practice in Western and Eastern EU Countries

O’Hanlon

2016

View full text Add to dashboard Cite

show abstract

“…Besides that, different medium school separate ethnic groups, and this can impede upon their interactions (McKenzie & Purdy, 2010). It can be concluded, if this separation continues in the education system (Pettigrew, Wagner & Christ, 2010) it would have an effect on social interactions (O'Nions, 2010) or cause polarization among different ethnic groups (Santhiram & Tan, 2010).…”

Section: Ethnic Diversity and The National Education Systemmentioning

confidence: 99%

Social Interactions among Multi-Ethnic Students

Hashim¹,

Bakar²,

Mamat³

et al. 2016

ASS

View full text Add to dashboard Cite

Positive social interaction is a vital aspect of maintaining a harmonious condition, especially in Malaysia, a country which has a multiracial society. Therefore, this study was carried out to identify the patterns of social interactions among multiethnic students in national secondary schools in Malaysia. The respondents for this study comprise two school administrators, seven teachers and 20 students of various ethnicities. They were selected through purposive sampling. Data were collected through interview sessions either individually or in focus groups, observation and document analysis. The study's findings showed that, there are five patterns of social interaction such as cooperation, exchange, competition, conflict and non-verbal communication among multiethnic students. Although there was conflict, the underlying causes of the conflict were not due to racial issues. As well as the five patterns of social interactions stated above, stereotypes were also reported among students. Despite conflicts and stereotypes, the students actively attempted to learn about other cultures and demonstrated attitudes of acceptance towards friends from other ethnic backgrounds. This indicates that the social interaction among students is still favorable and can be further improved through appropriate response. Additionally, based on these findings, a few recommendations were made regarding this issue.

show abstract

“…In some parts of CEE, Roma children have had no access to mainstream education. In others -where they have access, including Slovakia and the Czech Republic -Roma children are still often seen to be in need of corrective treatment; and much as they were under communism, are still placed in schools for pupils with special educational needs (Equality 2010;O'Nions 2010). This policy reinforces a longterm process of exclusion that has a significant impact on the position of Roma as 'outsiders': 'Separate schooling for Roma pupils usually means lower educational standards and a reduced curriculum, which in turn reinforces the view that Roma pupils are educationally inferior ' (O'Nions, 2010, p.3 -our emphasis) There are separate schools for Roma children across CEE (Santiago and Ostalinda 2012).…”

Section: Roma Educational Segregationmentioning

confidence: 99%

“…In the context of Eastern Europe attention has focused on the marginalization, segregation and ghettoization of the Roma in the post-communist period (Sigona, 2003;O'Nions, 2010;Berescu, 2011;McGarry, 2012;Van Baar, 2012;Vincze and Rat, 2013;Ryder et al, 2014;Cretan, 2015). From a Western European perspective scholars have drawn attention to the xenophobic responses of states, and wider society more generally, in terms of the problematization of Roma mobility leading to differential treatment, expulsion, harassment and racism directed at Roma migrants in the period post-EU enlargement (Cahn and Vermeersch, 2003;Picker, 2010;O'Nions, 2011O'Nions, , 2014Clark and Rice, 2012;Nacu, 2012;Cames, 2013).…”

Section: Introductionmentioning

confidence: 99%

Europe’s perennial ‘outsiders’: A processual approach to Roma stigmatization and ghettoization

Powell

Lever

2015

Current Sociology

View full text Add to dashboard Cite

This paper draws on the theoretical work of Norbert Elias and Loïc Wacquant in seeking to understand the stigmatized and marginalized position of the Roma population within Europe. The paper argues that the persistent persecution of Roma, reflected in social policy, cannot be understood without reference to long-term social processes, which shape the nature of the asymmetric power relations between Roma and non-Roma. Elias's theory of established-outsider relations is applied at the intra-state European level in arguing that Roma constitute a cross-border "outsider" group; with their intense stigmatization explained and perpetuated by a common set of collective fantasies which are maintained through complex group processes of disidentification, and which result in Roma being seen as of lesser human worth. Wacquant's theoretical concept of the "ghetto" is then drawn upon to show how the manifestations of stigmatization for the stigmatized are at once psychological, social and spatial. The paper suggests that the synthesis of the two theorists' relational, theoretical concepts allows for an approach that can expose the way in which power is exercised within and through group relations. Such an approach emphasizes the centrality of the interdependence between Roma and non-Roma, and the fluctuating power balance that characterises that relationship across time and space. The paper concludes that, while existing research focused on policy and outcomes is useful in understanding the negative contemporary experiences of Roma populations, they need to be understood in the context of wider social processes and historical continuities in seeking to elucidate how these processes shape policies and contribute to social and spatial marginalization.

show abstract

Different and unequal: the educational segregation of Roma pupils in Europe

Cited by 66 publications

References 12 publications

The European Struggle to Educate and Include Roma People: A Critique of Differences in Policy and Practice in Western and Eastern EU Countries

The European Struggle to Educate and Include Roma People: A Critique of Differences in Policy and Practice in Western and Eastern EU Countries

Social Interactions among Multi-Ethnic Students

Europe’s perennial ‘outsiders’: A processual approach to Roma stigmatization and ghettoization

Contact Info

Product

Resources

About