04 SES 13 B, Ten Years After: A History of Roma School Desegregation in Central and Eastern Europe
The paper will detail how flaws in teacher training, syllabus, assessment and staff ’buy in’ to change together with traditionalist teaching approaches have contributed to the segregation and or undermined initiatives in Central and Eastern Europe to desegregate. Ryder will outline how pegagical staff and approaches are a key dynamic in creating inclusive education and will make reference to a range of good practice initiatives. Inclusive teaching and learning environments adopt a human rights-based approach to education. A central goal of this approach is respect for the right to quality education as opposed to merely viewing the issue as one of access which has been the predominant view of the countries in question who have tended to adopt a ’needs approach’. The paper calls for a holistic approach, encompassing access, educational quality (based on human rights values and principles) and the environment in which education is provided. Such an approach embraces interculturalism, acknowledging the traditions of Roma pupils and incorporating into the curriculum opportunities to celebrate Roma culture but also space for the learning practices that some Roma are accustomed to.
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