Scholastic Integration of Gypsies in Italy

Abstract

The purpose of this study was to examine the attitudes towards gypsies of teachers with/without direct experience of integrated classes. We investigated: (1) stereotypes, emotional reactions and attitudes towards gypsies and (2) concerns, perception of practical difficulties related to teaching integrated classes and behavioural intentions of teachers with favourable/unfavourable attitudes towards gypsies and with/without gypsy children in their class. In a first phase, 12 teachers with experience of teaching gypsy pupils were interviewed. A questionnaire was then constructed and anonymously administered to teachers with gypsy children ( n= 36) and without gypsy children ( n= 32) in their class. Results confirm that stereotypes are difficult to change, even through direct experience. However, direct contact may arouse positive emotional reactions and improve attitudes towards gypsies. Teachers are generally concerned about the difficulties of implementing integrated schooling and report a medium level of willingness towards the task of integration. Only the subgroup of teachers with a favourable attitude towards gypsies, but without direct experience in integrated schools, report being more willing to make a personal effort to contribute to the integration project and significantly underestimate the burden of the added workload. Implications for teacher education are discussed.

Nomadism in Research on Roma Education

“…Setti 2015gives an example from the Italian context, arguing that "the exonyms 'Nomadic' and 'Gypsies' were used negatively in order to develop a sense of nationalism in the newly created Italian State, denoting Roma and Sinti people as 'ideal inner enemies' to distinguish them from 'true' Italian people" (Setti 2015, 116). An example of such discourse is found in another paper from the Italian context where Trentin et al (2006) uses nomadism to draw a distinction between "Gypsies" and "our culture": " [G]ypsies have been present on the Italian territory for centuries and, because of their nomadism, have spread everywhere. Our culture, however, is designed for settled societies" (Trentin et al 2006, 80, emphasis added).…”

“…The oldest law mentioned in the material is from the 1600s in Slovakia (New 2011) and the latest from 2002 in Ireland (Kitching 2010: 218). In several papers sedentarization is argued to be a particular form of assimilation (e.g., Trentin et al 2006;Salinas 2007;Furtuna 2015) and has therefore become important to resist for some (Levinson and Sparkes 2005). Hamilton, Bloomer, and Potter (2012) argue that such laws were enforced "to get rid of Travellers and other nomadic people around the word" (505).…”

“…Hamilton, Bloomer, and Potter (2012) argue that such laws were enforced "to get rid of Travellers and other nomadic people around the word" (505). Although Trentin et al (2006) argue that there has been a development in legislations towards greater acceptance for itinerary lifestyles, McCaffery (2009) argues that the hostility towards those living nomadic or seminomadic lives continues to be so strong that the assimilation into a sedentary lifestyle de facto continues. Legislation aimed at restricting nomadic lifestyles does not always explicitly target Roma.…”

“…In the case of Gypsy Travellers these need to reflect and value the differences of nomadic lifestyle and culture" (61). Similarly, Trentin et al (2006) describe how schools have to adjust their teaching for Roma children: "The enrolment of nomadic students (…) has required teachers to invent alternative teaching approaches to direct education (…) or demonstrating typical gypsy work at the school" (82). Others argue that Roma children, to a higher degree than gadje pupils, value informal education (e.g., Deuchar and Bhopal 2013), and that this can lead to difficulties in adjusting:…”

Involving Roma parents: analysing the good practice of a primary school in Ghent

“…It has, for example, been shown that even in schools known for their 'good practices', stereotypical images of Roma can still persist among teachers and many of them continue to judge Roma parents' concerns against their own norms. Such stereotypes prove to be difficult to change, although teachers' attitudes may improve when they have direct contact with the Roma population (Trentin et al 2006). …”