Principals’ views on policies and practices for the educational inclusion of Roma people
Downloads
Abstract
The role of school principals is recognized as crucial for the daily operation of schools in general and specifically for the management of the challenges posed by the increasing diversity of the current era. In this article, kindergarten principals’ views regarding policies and practices for the management of diversity with reference to one of the most marginalized group, the Roma people, are examined. For this purpose, ten semi-structured interviews with kindergarten principals in areas in which Roma people live either in settlements or inside the residential areas were conducted. Data analysis indicates that principals are aware of the inadequacies of the policies regarding the Roma people and they propose a series of measures at local and central level for the improvement of the school inclusion of Roma children. However, principals are also trapped to a deficit discourse that transfers to the Roma people the major responsibility for their social and educational exclusion.
Downloads
References
Andreou, A. & Papakonstantinou, G. (1994). Εξουσία και Οργάνωση-διοίκηση του εκπαιδευτικού συστήματος [Power and organization-management of educational system]. Athens: Livani.
Google Scholar CrossrefBauman, Z. (2004). Europe: An unfinished adventure. Cambridge: Polity.
Google Scholar CrossrefBauman, Z. (1997). Modernity and its discontents. Cambridge: Polity.
Google Scholar CrossrefBurrello, L.C., Lashley, C. & Beatty, EE (2001). Educating all students together. California, CA: Corwin.
Google Scholar CrossrefBush, T. (2008). Leadership and management development in education. London: Sage.
Google Scholar CrossrefCohen, L., Manion, L., & Morrison, K. (2005). Research methods in education. London: Routledge.
Google Scholar CrossrefCouncil of the European Union (2009). Council conclusions on inclusion of the Roma. http://www.consilium.europa.eu/uedocs/cms_data/ docs/pressdata/en/lsa/108377
Google Scholar CrossrefCouncil of the European Union (1989). Resolution of 22 Μαΐου 1989 on school provision for Gypsy and Traveller children. 89/C 153/02. https://op.europa.eu/en/publication-detail/-/publication/50436aaf-1e9f-4d9c-96c2-dd9421d6d3c0/language-en/format-PDF/source-search
Google Scholar CrossrefCrum, KS, Sherman, WH. & Myran, S. (2010). Best practices of successful elementary school leaders. Journal of Educational Administration, 48, (1), 48-63.
Google Scholar CrossrefECRI (2015). Fifth report on Greece. Strasbourg: Council of Europe.
Google Scholar CrossrefEuropean Commission (2015). Report on the implementation of the EU Framework for National Roma integration Strategies 2015. http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52015DC0299&from=EN
Google Scholar CrossrefEuropean Commission (1996). School provision for Gypsy and Traveller children. COM 96 495 Final. https://op.europa.eu/en/publication-detail/-/publication/995ca02b-9cba-4a40-8268-abf8f8d42c83/language-en
Google Scholar CrossrefGeraki, A. (2014). Roles and skills comparison among principals in Greek schools: Application of Competing Values Framework. Educational Management, Administration & Leadership, 42 (4), 45-64.
Google Scholar CrossrefGillborn, D. (1995). Racism and antiracism in real schools. Philadelphia, PA: Open University Press.
Google Scholar CrossrefGovaris, C. (2004). Εισαγωγή στη διαπολιτισμική εκπαίδευση [Introduction to intercultural education]. Athens: Atrapos.
Google Scholar CrossrefHill, N.E. & Craft, S.A. (2003). Parent–School involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families. Journal of Educational Psychology, 95 (1), 74-83.
Google Scholar CrossrefHornby, G. (2011). Parental involvement in childhood education. Dordrecht: Springer.
Google Scholar CrossrefKoutouzis, E. (2012). Διοίκηση-ηγεσία-αποτελεσματικότητα: Αναζητώντας πεδίο εφαρμογής στο ελληνικό εκπαιδευτικό σύστημα [Management-leadership-effectiveness: In search of application in the Greek educational system] In D. Karakatsani & G. Papadiamantaki (eds). Σύγχρονα θέματα εκπαιδευτικής πολιτικής [Current issues of education policy: in search for the new school] (pp. 213-227). Athens: Epikentro.
Google Scholar CrossrefLareau, A. (1987). Social-class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60 (April), 73-85.
Google Scholar CrossrefLeithwood, K. & Day, C. (2007). Starting with what we know. In C. Day & K. Leithwood (eds) Successful principal leadership in times of change (pp. 1-15). Dordrecht: Springer.
Google Scholar CrossrefLeithwood, K., Jantzi, D. & Steinbach, R. (1999). Changing leadership for changing times. Philadelphia, PA: Open University Press.
Google Scholar CrossrefLloyd, G., & McCluskey, G. (2008). Education and gypsies/travelers: Contradictions and significant silences. International Journal of Inclusive Education, 12(4), 331-345.
Google Scholar CrossrefMoorman Kim, E. & Sheridan, S.M. (2015). Foundational aspects of family-school connections: Definitions, conceptual frameworks and research needs. In S. Sheridan & E. Moorman Kim (eds) Foundational aspects of family-school partnership research (pp. 1-14). Dordrecht: Springer.
Google Scholar CrossrefMarkou, G. (2013). Μια ελπιδοφόρα προοπτική στη διαπολιτισμική ένταξη των Τσιγγάνων: στοχασμοί μέσα από την εμπειρία του προγράμματος για την εκπαίδευση των τσιγγανοπαίδων [A promising prospect for gypsies’ inclusion: Drawing from the experience of the Programme for the education of Roma]. In G. Flouris, L. Gioti, C. Parthenis, & E. Miligou (Eds.), Δια βίου εκπαίδευση και επιμόρφωση εκπαιδευτικών υπό το πρίσμα της διαπολιτισμικής οπτικής [Lifelong learning and teachers’ in service training in the scope of intercultural education] (pp. 17-41). Athens: University of Athens Publications.
Google Scholar CrossrefMay, S. (2009). Critical multiculturalism and education. In J. A. Banks (Ed.), The Routledge international companion to multicultural education (pp. 33-48). New York, NY: Routledge.
Google Scholar CrossrefMcGarry, A. (2010). Who speaks for Roma? New York, NY: Continuum.
Google Scholar CrossrefMinistry of Education (1987). Εγκύκλιος Γ1/206/14-4-1987. Η εκπαίδευση των παιδιών των Τσιγγάνων [Circular Γ1/206/14-4-1987. The education of gypsies’ children].
Google Scholar CrossrefΜoraitou, Μ. (2013). Η υγεία των Ρομά που ζουν στην Ελλάδα. Μελέτες και εφαρμογές [The health of Roma who live in Greece. Studies and applications]. In A. Lidaki (Ed.), Ρομά. Πρόσωπα πίσω από τα στερεότυπα [Roma. Faces behind the stereotypes] (pp. 131-150). Athens: Alexandria.
Google Scholar CrossrefNeuman, W. (2014). Social research methods. Harlow: Pearson.
Google Scholar CrossrefNikolaou, G. (2011). Ένταξη και εκπαίδευση των αλλοδαπών μαθητών στο δημοτικό σχολείο [Inclusion and education of foreign students in primary schools]. Athens: Pedio.
Google Scholar CrossrefNikolaou, G. (2008). Εκπαιδευτικές πολιτικές διαχείρισης της πολιτισμικής ετερότητας στην Ελλάδα και στην Ευρώπη [Educational policies for managing cultural diversity in Greece and Europe]. In: D. Mavroskoufis (ed.) Οδηγός επιμόρφωσης. Διαπολιτισμική αγωγή και εκπαίδευση [Guide for in service training. Intercultural Education] (σελ. 37-51). Thessaloniki: Ministry of Education.
Google Scholar CrossrefParthenis, Ch., & Fragoulis, G. (2019). Equality of opportunity for the Roma children? Limitations and challenges ahead. European Journal of Education Studies, 6 (2), pp. 1-19.
Google Scholar CrossrefParthenis, Ch., & Fragoulis, G. (2016) “Otherness as threat: Social and educational exclusion of Roma people in Greece”. International Journal of Multicultural Education, 18 (2), pp. 39-57.
Google Scholar CrossrefParthenis, Ch., & Fragoulis, G. (2016a). Η διαπολιτισμική εκπαίδευση απέναντι σε νέες προκλήσεις [New challenges on intercultural education]. Athens: Metaixmio.
Google Scholar CrossrefParthenis, Ch. (2013). Θεωρία και Πράξη: μακρο- και μικροπροσεγγίσεις της διαπολιτισμικής εκπαίδευσης υπό το πρίσμα εφαρμοσμένων εκπαιδευτικών προγραμμάτων [Theory and Praxis: Macro- and micro- approaches of intercultural education in the context of applied educational programmes]. Athens: University of Athens editions.
Google Scholar CrossrefRyan, J. (2003). Leading diverse schools. Dordrecht: Kluwer.
Google Scholar CrossrefSmith, C.A (2005). School factors that contribute to the underachievement of students of color and what culturally competent school leaders can do. Educational Leadership and Administration, 17, 21-32.
Google Scholar CrossrefTheoharis, G. & Brooks, JS (2012). Introduction – equity oriented instructional leadership. In G. Theoharis & JS Brooks (eds). What every principal needs to know to create equitable and excellent schools (pp. 1-12).
Google Scholar CrossrefTsiolis, G. (2018). Θεματική ανάλυση ποιοτικών δεδομένων [Thematic analysis of qualitative data]. In G. Zaimakis (ed) Ερευνητικές διαδρομές στις κοινωνικές επιστήμες [Research paths in social sciences] (pp. 97-125). Crete: University of Crete.
Google Scholar CrossrefVasiliadou, Μ. & Pavli-Korre, Μ. (2011). Η εκπαίδευση των Τσιγγάνων στην Ελλάδα [The education of gypsies in Greece]. Athens: INEDIVIM.
Google Scholar CrossrefWard, S.C., Bagley, C., Lumby, J., Woods, P., Hamilton, T. & Roberts, A. (2015). School leadership for equity: lessons from the literature. International Journal of Inclusive Education, 19 (4), 333-346.
Google Scholar CrossrefWidmann, P. (2007). The campaign against the restless: Criminal biology and the stigmatization of the gypsies, 1890-1960. In R. Stauber & R. Vago (Eds.), The Roma. A minority in Europe (pp. 19-29). Budapest: Central European University Press.
Google Scholar CrossrefZachos, D. (2012). Institutional racism? Roma children, local community and school practices. Journal for Critical Education Policy Studies, 10(2), 53-66.
Google Scholar CrossrefZachos, D. (2019). Roma parents’ perceptions on education. Journal of advances in educational research, 4 (1), 13-23.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
