From difference to deviance: the exclusion of gypsy‐traveller children from school in Scotland

Lloyd, Gwynedd; Norris, Claire

doi:10.1080/1360311980020407

Cited by 21 publications

(10 citation statements)

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“…Many teachers are confused about what constitutes Gypsy/Traveller cultures and may sometimes either deny that difference is a factor or construct difference as deviance (Lloyd & Norris, 1998). Abajo and Carrasco (2005), in their extensive research with Spanish Gypsy/Roma children, talk about the importance of recognizing that this ethnic invisibility is both 'a structural and individual strategy' (p. 4).…”

Section: Silencing the Issuementioning

confidence: 98%

“…Assertions such as that 'they are no different' or 'they are never treated differently from anyone else' suggest a lack of recognition of cultural features or an implication that successful integration requires anonymous assimilation, passing as 'not different' like the Gypsy/Traveller girls in our Scottish research who were described by their teacher as 'very acceptable … didn't make themselves out to be tinkers' (Lloyd & Stead, 2001a, p. 22). Denial of difference may sustain the continuing ignorance of individual teachers and of official bodies (Lloyd & Norris, 1998;Padfield & Jordan, 2004):…”

Section: Silencing the Issuementioning

confidence: 99%

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Education and Gypsies/Travellers: ‘contradictions and significant silences’¹

Lloyd

McCluskey

2008

International Journal of Inclusive Education

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Section: Silencing the Issuementioning

confidence: 98%

Section: Silencing the Issuementioning

confidence: 99%

Education and Gypsies/Travellers: ‘contradictions and significant silences’¹

Lloyd

McCluskey

2008

International Journal of Inclusive Education

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“…Like settled communities, Travellers' identities include race, gender, class and nationality. We argued earlier that difference underlies conceptions of identity (Lloyd and Norris, 1998). We have not researched Travellers as groups: the focus is relationships in schools.…”

Section: Travellers In Scotlandmentioning

confidence: 99%

‘The boys and girls not calling me names and the teachers to believe me’. Name calling and the experiences of Travellers in school

Lloyd

Stead

2001

Children & Society

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This paper is about name calling and bullying of Gypsy and Show Travellers in school and the response of schools. The data discussed were gathered as part of a small‐scale study of the experiences of Gypsy and Show Travellers in school in Scotland and of the views of school and Traveller support staff. The overall focus of the study was on exclusion and perceptions of deviance. There was a difference in the teachers' views of the two groups of Travellers, with Gypsy Traveller pupils perceived as having, and presenting, more difficulties in school. However both Gypsy and Show Traveller children experienced frequent racist bullying and name calling, often not acknowledged by their school. The paper focuses particularly on this latter aspect of our research, raising issues about the ability of schools to support diversity and suggesting that approaches to bullying often fail to address both broader issues of social relationships in school and also the historical and cultural context of prejudice against Travellers. Copyright © 2001 John Wiley & Sons, Ltd.

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“…Tais comportamentos são usualmente voltados para grupos com características físicas, sócio-econômicas, de etnia e orientação sexual, específicas (Smith, 2002). Alguns estudos apontam que ciganos, artistas de circo, estrangeiros e outros grupos nômades (Lloyd & Stead, 1998, além dos alunos obesos (Griffiths, Wolke, Page, Horwood & ALSPAC, 2005;Sjöberg, Nilsson & Leppert, 2005) e acima do peso (Janssen, Craig, Boyce & Pickett, 2004), os de baixa estatura (Stein, Frasier & Stabler, 2004) e os homossexuais e filhos de homossexuais (Clarke, Kitzinger & Potter, 2004;Holmes & Cahill, 2003;Ray & Gregory, 2001), são, estatisticamente, mais alvos de seus colegas do que crianças e jovens considerados "normais". Martins (2005) identifica o bullying em três grandes tipos.…”

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Do bullying ao preconceito: os desafios da barbárie à educação

Antunes

Zuin

2008

Psicol. Soc.

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RESUMO: O objetivo deste artigo é realizar uma análise crítica de um tipo de violência escolar que vem sendo estudado no Brasil nos últimos anos, denominado bullying. Para isso, apresenta inicialmente seu conceito, a descrição dos comportamentos enquadrados, suas classificações, causas e determinantes. Por meio da crítica à razão instrumental realizada principalmente por Adorno e Horkheimer, denuncia-se como o conceito de bullying pertence a uma ciência pragmática que atende à manutenção da ordem vigente ao invés de colaborar para a emancipação dos indivíduos. Por fim, ao apresentar o conceito de preconceito aponta que se trata do mesmo fenômeno e que, como indicado pelos autores da Escola de Frankfurt, não deve ser combatido via imperativos morais, mas pela reconstituição da capacidade de experienciar nas diversas relações sociais vividas.PALAVRAS-CHAVE: Teoria Crítica; bullying; preconceito; Adorno, Theodor Wiesengrund. FROM BULLYING TO PREJUDICE: THE CHALLENGES FROM BARBARISM TO EDUCATIONABSTRACT: The aim of this article is to achieve a critical analysis on one kind of school violence, called bullying, that has been studied in Brazil in the last couple of years. To do this, it begins introducing the concept of bullying, description of typical behaviors, its inner classifications, causes and determinants. By using critique to instrumental reason made by Adorno and Horkheimer, it reveals how the concept of bullying concerns to one pragmatic science that answers to a status quo instead of collaborating to the individual's emancipation. Finally, it shows the concept of prejudice and concludes that both are the same phenomenon, and as indicated by the authors of Frankfurt School, must not be combated with moral imperatives, but by the reconstitution of the capacity to have experiences in the various social relationships lived. KEYWORDS: Critical Theory; bullying; prejudice; Adorno, Theodor Wiesengrund." . . . desbarbarizar tornou-se a questão mais urgente da educação hoje em dia" (Adorno, 1971(Adorno, /2003.O "hoje em dia" de Adorno, da epígrafe, refere-se à Alemanha das décadas de 1950 e 1960, palco recente de um dos maiores genocídios que a humanidade já presenciou e realizou. No entanto, transposta à realidade educacional brasileira, essa frase não perde o valor, e com isso concordam muitos daqueles que vivenciam a violência dentro das escolas, e também daqueles que a conhecem de longe, por meio dos noticiários alarmantes, também formadores de opinião.A preocupação com a violência no ambiente escolar, segundo Sposito (2001), emergiu nos estudos acadê-micos brasileiros a partir da década de 1980, ou seja, parece que a preocupação com a barbárie e o compromisso com uma educação contra a violência são ainda muito recentes no Brasil -apenas 26 anos. Mas, de fato, a história da educação no Brasil, comparada com o Velho Mundo, é recente. Segundo Sposito (2001), o estudo da violência escolar parte da análise das depredações e danos aos prédios escolares e chega ao final da década de 1990 e início dos anos 2000 com o e...

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From difference to deviance: the exclusion of gypsy‐traveller children from school in Scotland

Cited by 21 publications

References 3 publications

Education and Gypsies/Travellers: ‘contradictions and significant silences’¹

Education and Gypsies/Travellers: ‘contradictions and significant silences’¹

‘The boys and girls not calling me names and the teachers to believe me’. Name calling and the experiences of Travellers in school

Do bullying ao preconceito: os desafios da barbárie à educação

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From difference to deviance: the exclusion of gypsy‐traveller children from school in Scotland

Cited by 21 publications

References 3 publications

Education and Gypsies/Travellers: ‘contradictions and significant silences’1

Education and Gypsies/Travellers: ‘contradictions and significant silences’1

‘The boys and girls not calling me names and the teachers to believe me’. Name calling and the experiences of Travellers in school

Do bullying ao preconceito: os desafios da barbárie à educação

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Education and Gypsies/Travellers: ‘contradictions and significant silences’¹

Education and Gypsies/Travellers: ‘contradictions and significant silences’¹