07 SES 11 B, Symposium on Gypsy, Roma and Traveller Education: In focus: Education of female Roma and Gypsy
In recent articles in either the Traveller Movement (TM) journal or in government statistics, we can find alarming dat aof poor attainment, high dropout rates and homeschooling as well ascases of racist bullying and exclusions increasing in Gypsy, Traveller and Roma (GTR) communities. The TM journal is the national voice of a leading national charity in the UK, working in partnership withservice providers and policy makers to challenge discrimination and promote increased race equality, social inclusion and community cohesion. Latest research inthe UK legislation shows that policy makers in England and Wales issued extremely discriminatory legislation of planning of their ‘future cities’. Newest changes in Housing and Planning Bill suggest that local authorities have no more obligations to asses Gypsy and Travellers accommodation and also provide sufficient social housing for Roma families, too. This means that Gypsy and Traveller communities will occupy mostly illegal camps far from school catchment areas, whilst Roma families become victims of rogue private landlords. Children from all families will inevitably suffer more and more exclusion. Gypsy and Traveller communities have already lost their right to nomadism. Therefore they are no more able to offer their children the opportunity to attend school in adequately serviced urban areas. The statistics show that mainly female pupils from GTR background drop out early from schools to be able to help with elderly parents care. National statistics though as a general theme show that girls are achieving best results than boys in early years schooling, if they are given the chances. Still girls are likely to drop out early, whilst boys are mainly expelled from schoolsearly. The author had the opportunity to review recent literature and legislation; she also interviewed members of TM and educational advisors in Derbyshire Gypsy Liaison Group as well as policy makers in Derby City Council. She is also currently interested in issues of domestic violence towards women of all ages in GTR communities; her recent findings show that females suffer mainly from very young age and this has a seriously negative impact on them. Violence and non-supportive legislation leads to mental health problems; girls are more likely to suffer from bullying silently, as they are more defenceless againstany ethic group, including theirs regrettably. The author will also include analysis of specific case studies referring to GTR women’s recent activities to tackle violence and schooling deprivation.
Equality and Human Rights Commission,‘England's most disadvantaged groups’. Equality and Human Rights Commission ‘How fair is Britain? Executive summary’. Equality and Human Rights Commission, ‘Is Britain Fairer? The state of equality and human rights 2015’ Wilkin, A., Derrington, C. & Foster, B. (2009) ‘Improving the Outcomes for Gypsy, Roma and Traveller Pupils-Literature review’. Housing and Planning Act 2016. Available at: http://www.legislation.gov.uk/ukpga/2016/22/contents/enacted/data.htm, accessed on 14/01/2017 Equality and Human Rights Commission ‘Chance to learn and realise talents’. Equality and Human Rights Commission ‘Tackling the challenge of identity-based bullying’. ‘Government changes to Planning Policy for Traveller sites’ in the Traveller Movement journal ‘Note on the representation of Gypsy/Roma and Traveller (GTR) pupils within non-mainstream education in England’ in the Traveller Movement journal Department of Education, National statistics. ‘Schools, pupils and their characteristics: January 2015’. Tracada, E., Spencer, S. &Neary, S. (2014) Words which Exclude-Adjustments to Communication Devices within Law and Planning Frameworks dealing with Gypsy and traveller Accommodation in the UK, iCeGS - International Centre for Guidance Studies, University of Derby.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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