Session Information
99 ERC SES 07 C, Social Justice and Intercultural Education
Paper Session
Contribution
Roma, Europe’s biggest ethnic minority, continue to face prejudice and social exclusion (European Commission, 2020). European Agency for Fundamental Human Rights (FRA, 2023) reports ongoing deprivation and discrimination in all the key areas, cautioning about the impact of the COVID-19 pandemic and inflation. While global challenges amplify the struggle Roma face in Europe, it could be argued that Roma continue to live in uncertainty irrespective of them. Similar to other European countries, research in Serbia indicates stigmatization, lower levels of employment, participation in preschool, school and higher education, lower academic achievements, higher absenteeism and risk of early school leaving, and segregation in education (Civil Rights Defenders, 2018; FRA, 2023; Jovanović et al., 2013; Statistical Office of the Republic of Serbia & UNICEF, 2019). One of the priority areas of the Strategic Action Plan on Roma and Traveller Inclusion (2020-2025) is “supporting access to inclusive quality education and training” (European Commission, 2020). Britton (2014) emphasizes that quality education is crucial for oppressed minorities: without quality education, Roma are unable to change the circumstances they live in, fight discrimination and obtain other basic human rights.
Grounded in the theoretical framework of social justice education, this study emphasizes teachers as key actors in enhancing Roma students' learning opportunities and life chances. Inclusive education is related to “challenging the ways in which educational systems reproduce and perpetuate social inequalities” (Liasidou, 2012, p. 168). Aims to eliminate the oppression and marginalization of some groups of students are rooted in critical pedagogy (Giroux 1992; McLaren 1998, as cited in Liasidou, 2012). Teachers can have a crucial role in fostering trust between Roma students and schools and motivating them to participate (Bhopal, 2011, 468, as cited in Zachos, 2017). By choosing teaching and classroom management methods teachers either support or hinder students’ performances (Zachos, 2017). While critical pedagogy and social justice discourse are criticized for being abstract and neglecting learning goals, this study focuses on their practical aspects such as integrating students' personal experience into teaching, fostering critical thinking (Katz, 2014), empathy, activism (Burke & Collier, 2017), multiple perspectives and discussions, valuing diversity, and challenging the curriculum (Cochran‐Smith et al., 2009). Moreover, Cochran-Smith et al. (2009) argue that social justice teaching focuses on high achievements as a basis for challenging inequalities. This study also relies on the concept of teacher agency for social justice as defined by Pantić and Florian (2015). They combine the model of teacher agency (Pantić, 2015) with the framework for evidencing inclusive pedagogy in action (Florian & Spratt 2013), referring to teachers’ agency as their sense of purpose, competence, autonomy and reflexivity (Pantić & Florian, 2015, pp. 344–346). Teacher’s agency depends on micro, meso and macro level factors such as institutional structures and assumptions or teachers’ implicit beliefs (Pantić, 2021). Therefore, this study focuses on the role of the teacher in reducing inequalities for Roma pupils. The research questions are:
1) How do teachers view their role in promoting high achievements and social justice for Roma students?
2) How do teachers promote high achievements and social justice for Roma students through teaching, supporting relationships between students and collaboration with families?
3) How do other actors of the school community view the teacher’s role in promoting high achievements and social justice for Roma students?
4) What are the challenges and support mechanisms that teachers recognize in promoting high achievements and social justice for Roma children in Serbia?
As Lingard & Mills (2007, p. 234) warn, it is important not to be “too optimistic” nor “too pessimistic” about teachers' influence on social justice, but exploring different perspectives can help provide important insights into this potential.
Method
This study presents the first phase of qualitative doctoral dissertation research employing a multiple case study design conducted in two primary schools in Belgrade, Serbia, with high proportions of Roma students (the second phase will be set in two schools in the Czech Republic). The sample was purposive and prioritized the schools with a high proportion of Roma students, that were more accessible for data collection (Stake, 2006). An indicator of a high number of Roma students was the employment of a pedagogical assistant to support Roma students. To explore different contexts, one selected school had 99% Roma students, manifesting ethnic segregation, and the other had around 15%, with 2 to 5 Roma students in classrooms. Case studies were chosen because they allow various methods and multiple sources (Yin, 2018). The study included lesson observations using the ICALT observational tool and notes to record indicators of the teaching quality of Roma students specifically and in general. Semi-structured interviews were conducted with class teachers (6 from one, and 5 from the other school), counseling staff (school psychologist and/or school pedagogue), pedagogical assistants, Roma students (4 from the first school and 3 from the second school) and Roma family members (3 from the first school and 7 from the second school). All participants were informed of the study's purpose, assured confidentiality and the right to withdraw, and provided written consent to participate. For children, parental consent was obtained. Two classes in each school were studied as embedded units of analysis, involving lesson observations and interviews with class teachers, Roma students, and family members. The inability to reach some parents in the first school limited the interviews with no parents from two embedded units participating and no parental consent for students from one of the units. In the second school, a visit to the Roma settlement with the pedagogical assistant was possible to interview the family members and note the living conditions. In the first school apart from the two embedded units, two more classes were visited for lesson observation on the initiative of the class teacher. Teacher interviews delved into their role in Roma students' education, teaching methods, addressing specific needs, their agency for societal changes, obstacles, and support systems in education. Other participants deepened the understating of the teacher’s role in the education of Roma students and the needs of Roma families, with each group of participants sharing their authentic experience.
Expected Outcomes
The initial findings reveal the complexity of teachers' role in addressing Roma students' needs. Other participants see teachers as the main factor in motivating Roma students to learn and attend school. Reflecting on the teacher agency for social justice (Pantić & Florian, 2015), the teachers' sense of purpose differs, with some prioritizing literacy in the first school due to high absenteeism, while teachers in the second school focus on fostering tolerance as the classes are mixed. However, prioritizing social acceptance over learning goals may perpetuate the unprivileged position of Roma students (Jovanovic, 2018). Following previous findings, some teachers transfer responsibility to families (Jovanovic et al., 2014; Peček & Macura-Milovanović, 2012), believe in Roma privilege and minority status abuse (Dimitrijevic et al., 2017; Simić & Vranješević, 2022). Conversely, Roma families and children emphasize the significance of education for improving their living conditions. Regarding competence for social justice, observations show that teachers vary in their success at creating inclusive classrooms that foster critical thinking and engagement. Roma children mostly see their teacher as a motivator, source of knowledge, support, trust and understanding. Similar to earlier research (Cochran‐Smith et al., 2009; Picower, 2011), teachers perceive their role in effecting change mainly at the classroom level (e.g., they undertake humanitarian actions, promote education, tolerance, empathy, or foster high achievements). As for autonomy and reflexivity, teachers highlight the importance of collaboration with their colleagues in providing quality education for all. As in other studies (Cochran‐Smith et al., 2009; Katz, 2014; Lingard & Mills, 2007; Picower, 2011), teachers cite system limitations (monitoring, high expectations, rigid curriculum, lack of trust). However, they fall short in acknowledging Roma culture, language and the significance of their participation in the societal changes. Intercultural dialogue is necessary in Serbia and other European countries for developing tolerance and eliminating exclusion (Rutigliano, 2020).
References
Britton, E. (2014). The right to education of Roma children in the Czech Republic, Hungary, Romania and Slovakia [University of Birmingham]. Cochran‐Smith, M., Shakman, K., Jong, C., Terrell, D. G., Barnatt, J., & McQuillan, P. (2009). Good and Just Teaching: The Case for Social Justice in Teacher Education. American Journal of Education, 115(3), 347–377. https://doi.org/10.1086/597493 Dimitrijevic, B., Petrovic, D., & Leutwyler, B. (2017). Teachers’ implicit beliefs about the students of the Roma and the Hungarian cultural group. Zbornik Instituta Za Pedagoska Istrazivanja, 49(1), 55–76. https://doi.org/10.2298/ZIPI1701055D European Commission. (2020, October 7). Roma equality, inclusion and participation in the EU - European Commission. https://commission.europa.eu/strategy-and-policy/policies/justice-and-fundamental-rights/combatting-discrimination/roma-eu/roma-equality-inclusion-and-participation-eu_en FRA. (2023). Roma in 10 European countries: Main results. Publications Office of the European Union. Jovanovic, O., Simic, N., & Rajovic, V. (2014). Students at risk: Perceptions of Serbian teachers and implications for teacher education. European Journal of Teacher Education, 37(2), 220–236. https://doi.org/10.1080/02619768.2013.858693 Katz, L. (2014). Teachers’ Reflections on Critical Pedagogy in the Classroom. InterActions: UCLA Journal of Education and Information Studies, 10(2). https://doi.org/10.5070/D4102017865 Liasidou, A. (2012). Inclusive Education and Critical Pedagogy at the Intersections of Disability, Race, Gender and Class. Journal for Critical Education Policy Studies, 10(1), 168–184. Lingard, B., & Mills, M. (2007). Pedagogies making a difference: Issues of social justice and inclusion. International Journal of Inclusive Education, 11(3), 233–244. https://doi.org/10.1080/13603110701237472 Pantić, N., & Florian, L. (2015). Developing teachers as agents of inclusion and social justice. Education Inquiry, 6(3), 27311. https://doi.org/10.3402/edui.v6.27311 Peček, M., & Macura-Milovanović, S. (2012). Who is responsible for vulnerable pupils? The attitudes of teacher candidates in Serbia and Slovenia. European Journal of Teacher Education, 35(3), 327–346. https://doi.org/10.1080/02619768.2012.686105 Picower, B. (2011). Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context. Teachers College Record: The Voice of Scholarship in Education, 113(5), 1105–1134. https://doi.org/10.1177/016146811111300503 Rutigliano, A. (2020). Inclusion of Roma students in Europe: A literature review and examples of policy initiatives (OECD Education Working Papers 228; OECD Education Working Papers, Vol. 228). Simić, N., & Vranješević, J. (2022). I fight, therefore I am: Success factors of Roma university students from Serbia. Psiholoska Istrazivanja, 25(2), 205–223. Statistical Office of the Republic of Serbia, & UNICEF. (2019). Serbia Multiple Indicator Cluster Survey and Serbia Roma Settlements Multiple Indicator Cluster Survey, 2019, Survey Findings Report. Zachos, D. T. (2017). Teachers’ perceptions, attitudes and feelings towards pupils of Roma origin. International Journal of Inclusive Education, 21(10), 1011–1027. https://doi.org/10.1080/13603116.2017.1326176
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