New label no progress: institutional racism and the persistent segregation of Romani students in the Czech Republic

Cashman, Laura

doi:10.1080/13613324.2016.1191698

Cited by 36 publications

(43 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…46 Due to fierce anti-D.H. lobbying, however, crucial changes were reversed and instead special schools were simply renamed "practical schools" (praktické školy). 47 Problematically, the 2004 Act, in what is quite ethnocentric language, described children from a "low socio-cultural status" as being in need of special educational attention. 48 Further worsening the situation, Ministerial Decrees in 2005 allowed for pupils without a declaration of mild mental disability to be placed into practical schools merely on the basis of parental consent.…”

Section: Changing Legal and Jurisprudential Landscapesmentioning

confidence: 99%

D.H. v. Czech Republic: Roma Educational Equality and the Vulnerability of Strategic Litigation

Sys

2020

Auc Studia Territorialia

View full text Add to dashboard Cite

In 2007, the Grand Chamber of the European Court of Human Rights ruled that 18 Czech Roma primary school children had been unlawfully placed into special schools, designed for "mentally handicapped" children, and were subject to indirect racial discrimination. D.H. and Others v. the Czech Republic, a landmark piece of strategic litigation, hoped to catalyse tangible Czech educational reform; however, reports persist of Roma educational segregation. Firstly, this study briefly investigates why strategic litigation is an attractive, albeit obstacle-ridden, tool to effect societal reform. The study then conducts an in-depth impact analysis of D.H., focusing on Czech legal reactions and supranational developments and the post-judgment responses of the Czech Roma community. The study concludes that strategic litigation is a potent tool to effect social change but, regarding implementation and obstacles to its use and impact, remains vulnerable if not used in conjunction with extra-legal activism.

show abstract

Section: Changing Legal and Jurisprudential Landscapesmentioning

confidence: 99%

D.H. v. Czech Republic: Roma Educational Equality and the Vulnerability of Strategic Litigation

Sys

2020

Auc Studia Territorialia

View full text Add to dashboard Cite

show abstract

“…En este sentido, las minorías étnicas han sido las más afectadas, ya que los estudiantes de grupos minoritarios diagnosticados están sobrerrepresentados (overrepresentation) en comparación con los estudiantes del grupo dominante (DONOVAN;CROSS, 2002;LOSEN;ORFIELD, 2002;RIQUELME et al, 2017;CASHMAN, 2017). La sobrerepresentación es definida como la representación excesiva de estudiantes de grupos minoritarios en programas de educación especial (OSWALD;COUTINHO, 2006).…”

Section: Palabras Claveunclassified

Carácter monocultural de la evaluación diagnóstica de necesidades educativas especiales en contexto mapuche

2019

View full text Add to dashboard Cite

Resumen El objetivo de este trabajo es analizar críticamente las prácticas de evaluación diagnóstica de Necesidades Educativas Especiales (NEE) en contexto mapuche. Desde esta perspectiva, se sostiene que los procesos de evaluación diagnóstica de NEE que se les realizan a estudiantes mapuches constituyen una práctica pedagógica monocultural. A partir del punto de vista metodológico, se realiza una revisión bibliográfica de investigaciones empíricas y teóricas sobre la evaluación de NEE en contextos de diversidad social y cultural. Para ello se realiza una búsqueda de artículos científicos en las bases de datos Web of Science, Scielo y Eric. Los resultados develan que la política educativa chilena impone un modelo de evaluación diagnóstica de NEE estandarizado, por tanto es aplicado de una misma forma en todos los centros educativos de las distintas regiones del país, sin distinción, convirtiéndose en un dispositivo legal que responde a aspectos teóricos-prácticos, pero no a la diversidad social y cultural presente en el territorio. La evaluación diagnóstica de NEE adopta un carácter monocultural, ya que se basa en la clasificación internacional del funcionamiento de la discapacidad y de salud, y en pruebas estandarizadas para la población chilena no indígena. Se concluye que el diagnóstico de NEE de estudiantes mapuches es consecuencia de la distancia epistemológica entre el conocimiento mapuche y conocimiento escolar-occidental en muchos casos, y no necesariamente a dificultades de aprendizaje y participación a causa de una discapacidad o trastorno.

show abstract

“…The final contribution to this issue, by Vera Messing, treats the most studied aspect of Roma's educational disdvantage: segregation (see, e.g., Brüggemann, , 2012Cashman, 2016;Friedman, Kriglerová, Kubánová, & Slosiarik 2009;Kertesi & Kézdi, 2013;Neumann, 2016;O'Nions, 2010;Rostas, 2012). Messing adds to the existing research by comparing inter-school and intra-school segregation.…”

Section: This Issuementioning

confidence: 99%

The Decade of Roma Inclusion: Origins, Actors, and Legacies

Brüggemann

Friedman

2017

European Education

View full text Add to dashboard Cite

New label no progress: institutional racism and the persistent segregation of Romani students in the Czech Republic

Abstract: The over-representation of Romani children in special schools in the Czech Republic is well documented and widely condemned.

Cited by 36 publications

References 20 publications

D.H. v. Czech Republic: Roma Educational Equality and the Vulnerability of Strategic Litigation

D.H. v. Czech Republic: Roma Educational Equality and the Vulnerability of Strategic Litigation

Carácter monocultural de la evaluación diagnóstica de necesidades educativas especiales en contexto mapuche

The Decade of Roma Inclusion: Origins, Actors, and Legacies

Contact Info

Product

Resources

About