Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning
Schools and communities may have a key role in reversing the cycle of inequality that the Roma suffer in Europe. Aiming at reducing existing inequalities, dialogic learning aims to ensure high levels of academic learning for all children, by involving the whole community through egalitarian dialogue...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2013 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:2445/97748 |
| Acceso en línea: | https://hdl.handle.net/2445/97748 |
| Access Level: | acceso abierto |
| Palabra clave: | Integració escolar Educació primària Gitanos School integration Primary education Romanies |
| Sumario: | Schools and communities may have a key role in reversing the cycle of inequality that the Roma suffer in Europe. Aiming at reducing existing inequalities, dialogic learning aims to ensure high levels of academic learning for all children, by involving the whole community through egalitarian dialogue. Less well known are the implications of this approach for the Roma in highly marginalised areas. This article presents the results of a longitudinal case study in a Spanish primary school, undertaken as part of the European Union-funded INCLUD-ED Integrated Project. It reports on educational actions grounded in dialogic learning, which have succeeded in engaging families and communities in the school, the classroom and other learning spaces. Based on a dialogic school-based transformation, Roma families participated in children's learning activities and decision-making spaces. We explore how these actions involving Roma families are developed and the effect they may have in improving learning and engagement. |
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