Not Just Content, But Style: Gypsy Children Traversing Boundaries

Levinson, Martin P.

doi:10.2304/rcie.2008.3.3.235

Cited by 18 publications

(35 citation statements)

References 20 publications

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“…The persisting acknowledgement of traditional occupations across Europe proves that Roma learners are not less capable than others to reach expertise in certain domains (Lee & Warren, 1991;Levinson, 2008). However, as suggested above, formal learning may not be the best way to such learning successes.…”

Section: Situated Learning and Communities Of Practice In Romani Culturementioning

confidence: 98%

Situated Learning in Young Romanian Roma Successful Learning Biographies

Nistor¹,

Stanciu

Vanea³

et al. 2014

European Educational Research Journal

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European Roma are often associated with social problems and conflicts due to poverty and low formal education. Nevertheless, Roma communities traditionally develop expertise in ethnically specific domains, probably by alternative, informal ways, such as situated learning in communities of practice. Although predictable, empirical evidence of Romani situated learning practice and its socio-cognitive effects is scarce. This qualitative study with quantitative components outlines knowledge domains, social contexts, and the initiation and evolution of situated learning, along with their occurring frequencies, in eighteen biographies of young Romanian Roma students, from which four cases are presented in detail. The study suggests that situated learning is omnipresent in successful Roma learning biographies, and has positive, cognitive and social effects, such as expertise and social skills, which may prevent social exclusion and stigma. The conclusions are relevant for educational research, and for educators and policy makers involved in social work with Roma ethnics.

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Section: Situated Learning and Communities Of Practice In Romani Culturementioning

confidence: 98%

Situated Learning in Young Romanian Roma Successful Learning Biographies

Nistor¹,

Stanciu

Vanea³

et al. 2014

European Educational Research Journal

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“…The children become students in two countries, in Mexico and Canada. The tension exists at the interface (Levinson, 2008) of home and school, where the expectations of the Ontario educational system play out against the oole Ordnunk rules that govern the daily lives of the OCM. In relation to Old Colony Mennonites as transnationals, what does this tension look like, and how (if at all) is it resolved?…”

Section: Tension At the Interfacementioning

confidence: 99%

“…The reader will be introduced to the culture of the Old Colony Mennonites (OCMs) who reside in an area between Leamington and Port Rowan, Ontario, where there is a concentration of OCM settlement. The interface (Levinson, 2008) described in this paper is that of education -a provincial responsibility in Canada. Thus, the specific education policies of Ontario are the focus of this study.…”

Section: Introductionmentioning

confidence: 99%

More than A, B, C: Old Colony Mennonites and the Challenges of Ontario Public Education Policy

Crocker¹

2013

Transnational Social Review

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The Old Colony Mennonites' history of migration can be traced from their 1874 migration from Russia to Canada, which marked the beginning of their diaspora, followed in 1922 by a second exodus to tracts of land in the state of Chihuahua in northern Mexico. These colonial journeys have been replaced more recently by the transnational migrations between areas in southwestern Ontario, Canada and Mexico of some Old Colony Mennonite (OCM) families. Since 1950, many OCMs have been working in rural southwestern Ontario as seasonal agricultural laborers in a variety of local crops. However, they are drawn back to family, to property, and to the colonies in Mexico and are adopting a transnational pattern that coincides with the need for harvest labor in southwestern Ontario. In this paper, the theoretical frameworks of kinscripts (Stack/Burton, 1993) and gendered apprenticeship (Rogoff, 2003) are used to outline the need for OCM children to work alongside the adults. However, this cultural expectation can test the boundaries of the educational policies that manage schools in Ontario. I shed light on the ways in which the transnationalism of the Old Colony Mennonites challenges the attendance policy of the local school boards, conflicts with the Ontario Education Act, and contests the validity of the Education Quality Accountability Ontario (EQAO) assessment participation criteria. This narrative inquiry will describe these educational challenges through the stories of school principals who have worked with OCM students and their families, and the recollections of OCM students themselves.

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“…In other cases, opposition to schooling stems from the discrimination and hostility Roma/Traveller students face from school authorities, teachers and fellow students and from the nature of the curriculum, which is not appealing to them as it oblivious of the different learning styles, experiences, history and achievements of Roma/Travellers (Piasere, in Liégeois, 1987;Levinson, 2008). To this end, Roma/Traveller parents tend to view with suspicion and oppose 'the cultural and ideological overlay, the hidden curricula of schooling and education' (Lee & Warren, 1991, pp.…”

Section: Questioning Inclusionmentioning

confidence: 99%

Questioning Inclusion: The Education of Roma/Traveller Students and Young People in Europe and England — A Critical Examination

Themelis

2009

Research in Comparative and International Education

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This article deals with issues pertinent to the 'inclusion' of Roma/Traveller children and young people in Europe and, in particular, England. It discusses some key issues that pertain to the inclusion of Roma/Traveller groups in society and it critically presents some key policies that have been advanced to tackle educational and social exclusion of these groups. The aim in this article is to explore the impact these approaches have had thus far and to unravel some of the contradictions, inconsistencies and tensions that permeate them. The critical examination of such approaches is principally located within the context of the United Kingdom, but relevant policies and initiatives that have been introduced by supra-national European organisations are also discussed in order to inform the reader about the wider context in relation to the issues many Roma/Traveller groups face. Inclusion does not operate in a vacuum. It is argued that a set of structural and ideological factors that impact on inclusion need to be identified and linked to a renewed and enriched inclusion approach. In fighting exclusion, holistic and sustained approaches are necessary, which cut across social, political, economic and cultural domains and extend well beyond the formal education of one group (the Roma/Travellers).

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Not Just Content, But Style: Gypsy Children Traversing Boundaries

Cited by 18 publications

References 20 publications

Situated Learning in Young Romanian Roma Successful Learning Biographies

Situated Learning in Young Romanian Roma Successful Learning Biographies

More than A, B, C: Old Colony Mennonites and the Challenges of Ontario Public Education Policy

Questioning Inclusion: The Education of Roma/Traveller Students and Young People in Europe and England — A Critical Examination

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