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...

Full description

Bibliographic Details
Authors: Flecha, Ramón, Soler Gallart, Marta
Format: article
Status:Published version
Publication Date:2013
Country:España
Institution:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repository:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/97748
Online Access:https://hdl.handle.net/2445/97748
Access Level:Open access
Keyword:Integració escolar
Educació primària
Gitanos
School integration
Primary education
Romanies
id ES_d2b2bbf898256f7fa94776290f9e02a8
oai_identifier_str oai:recercat.cat:2445/97748
network_acronym_str ES
network_name_str España
repository_id_str
spelling Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learningFlecha, RamónSoler Gallart, MartaIntegració escolarEducació primàriaGitanosSchool integrationPrimary educationRomaniesSchools 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.Taylor and Francis2016201620132016info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion15 p.application/pdfhttps://hdl.handle.net/2445/97748Articles publicats en revistes (Sociologia)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: http://dx.doi.org/10.1080/0305764X.2013.819068Cambridge Journal of Education, 2013, vol. 43, num. 4, p. 451-465http://dx.doi.org/10.1080/0305764X.2013.819068cc-by-nc-nd (c) Flecha, Ramón et al., 2013http://creativecommons.org/licenses/by-nc-nd/3.0/esinfo:eu-repo/semantics/openAccessoai:recercat.cat:2445/977482026-05-29T05:05:01Z
dc.title.none.fl_str_mv Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning
title Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning
spellingShingle Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning
Flecha, Ramón
Integració escolar
Educació primària
Gitanos
School integration
Primary education
Romanies
title_short Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning
title_full Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning
title_fullStr Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning
title_full_unstemmed Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning
title_sort Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning
dc.creator.none.fl_str_mv Flecha, Ramón
Soler Gallart, Marta
author Flecha, Ramón
author_facet Flecha, Ramón
Soler Gallart, Marta
author_role author
author2 Soler Gallart, Marta
author2_role author
dc.subject.none.fl_str_mv Integració escolar
Educació primària
Gitanos
School integration
Primary education
Romanies
topic Integració escolar
Educació primària
Gitanos
School integration
Primary education
Romanies
description 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.
publishDate 2013
dc.date.none.fl_str_mv 2013
2016
2016
2016
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/97748
url https://hdl.handle.net/2445/97748
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: http://dx.doi.org/10.1080/0305764X.2013.819068
Cambridge Journal of Education, 2013, vol. 43, num. 4, p. 451-465
http://dx.doi.org/10.1080/0305764X.2013.819068
dc.rights.none.fl_str_mv cc-by-nc-nd (c) Flecha, Ramón et al., 2013
http://creativecommons.org/licenses/by-nc-nd/3.0/es
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by-nc-nd (c) Flecha, Ramón et al., 2013
http://creativecommons.org/licenses/by-nc-nd/3.0/es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 15 p.
application/pdf
dc.publisher.none.fl_str_mv Taylor and Francis
publisher.none.fl_str_mv Taylor and Francis
dc.source.none.fl_str_mv Articles publicats en revistes (Sociologia)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869420395521638400
score 15.811543

Similar Items