‘Fast and violent integration’: school desegregation in a Hungarian town

Neumann, Eszter

doi:10.1080/13613324.2016.1191696

Cited by 9 publications

(6 citation statements)

References 16 publications

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“…The co-existence of contradictory discourses and practices that influence policy outcomes at both national and EU levels is a political reality and illustrates the complexities of policy making processes and their uneven outcomes. As Neumann (2017) shows in her research, transnational pressures on national or local education systems may have transformative effects on education opportunities, but with differential effects on different parts of the targeted populations. On the one hand, we observe tensions between EU governance measures, definitions of inclusion and equality from EU, national and NGO actors, and long-established education practices of segregation in several schooling environments.…”

Section: Discussionmentioning

confidence: 95%

Framing education policies and transitions of Roma students in Europe

Alexiadou

2019

Comparative Education

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The aim of this article is to identify the contexts and conditions that allow for successful education transitions and opportunities for the Roma minority in Europe. Thus far, transnational and national policies have failed to ensure Roma inclusion and education equality, even though some progress is visible. Using a combination of policy analysis and interviews with NGO and European Union actors, University academics and Roma students, the article examines the key contexts that frame education policies and create the necessary conditions for education transitions. It identifies the problems and challenges within the contemporary EU education policy frameworks and highlights the tensions between political rhetoric and policy commitments that are visible at national, transnational, and local levels. In addition, through a focus on individual student experiences, the article captures the lived reality of Roma students who have managed their education transitions with success.

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Section: Discussionmentioning

confidence: 95%

Framing education policies and transitions of Roma students in Europe

Alexiadou

2019

Comparative Education

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“…School segregation here is not just an effect of the white-flight (leaving of non-Roma children into better institutions) (Rostas 2012), it is also reinforced by the embeddedness of national policies of education (Neumann 2016;Toma 2011). As financing of schools in Romania depends on the number of enrolled students (state allowances are established per capita), in a shortage of children the previous headmaster voluntarily gathered all those who were not "wanted" by other education units.…”

Section: Systemic Issues: the (Re)making Of A Ghetto Schoolmentioning

confidence: 99%

Segregated Schools, “Slow Minds” and “Must Be Done Jobs”: Experiences About Formal Education and Labour Market in a Roma Community in Romania

Plainer

2021

Social and Economic Vulnerability of Roma People

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Based on a long-term ethnographic fieldwork, this study applies the cultural-ecological theory to understand reasons for making and maintaining a segregated school in a Romanian town, and those community forces which track and maintain Roma children there. As findings indicate, creating and sustaining such an institution reflects the flipsides of Romanian national policies, which due to the financing strategies and centralized curricula—involuntarily—block the chances to provide quality education to marginal groups. Tracking and staying of Roma children into such schools is a result of their parents’ ambivalent experiences with formal economic activities and formal education. Experiences with work and schooling shared by this urban group of Roma reveal that parents have clear expectations towards school: transmission of practical knowledge, good treatment and isolation of the school problems from family life, which not always can be fulfilled by the educational units.

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“…Following an initiative from the REF, 43 two international networks, Together Old and Young (TOY) and the Romani Early Years Networks (REYN), launched the "TOY for inclusion" project in several European countries in 2018. The goal of TOY for inclusion is to create Play Hubs where children and adults can play and learn together around games and workshops.…”

Section: Importance Of Non-governmental Actors To Fill the Gaps In The Provision Of Educationmentioning

confidence: 99%

Inclusion of Roma students in Europe

Rutigliano¹

2020

OECD Education Working Papers

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Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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‘Fast and violent integration’: school desegregation in a Hungarian town

Cited by 9 publications

References 16 publications

Framing education policies and transitions of Roma students in Europe

Framing education policies and transitions of Roma students in Europe

Segregated Schools, “Slow Minds” and “Must Be Done Jobs”: Experiences About Formal Education and Labour Market in a Roma Community in Romania

Inclusion of Roma students in Europe

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