‘We’re still human beings, we’re not aliens’:
promoting the citizenship rights and cultural diversity of
traveller children in schools: Scottish and English perspectives
‘We’re still human beings, we’re not aliens’:
promoting the citizenship rights and cultural diversity of
traveller children in schools: Scottish and English perspectives
This article examines the experiences of Traveller children in schools. It uses data from two studies (one in Scotland and the other in England) to examine Traveller children’s views about attending school (particularly in relation to their values and ambitions), their experiences of racism and prejudice and their views on how teachers perceive them. In our research, we draw from case study data to argue that despite public policy discourse around citizenship, the reality is one in which Traveller children continue to be viewed as outsiders. Due to this positioning, they do not enjoy the same rights as other children and they are not regarded full citizens in the school environment. We argue that in order for schools to consider issues of diversity and inclusion, they must consider and address ways in which Traveller children can be included as full citizens in schools, particularly in relation to their marginalised position in society.
733-750
Deuchar, Ross
05bcfd11-f002-4f8f-bea0-648363b89d3e
Bhopal, Kalwant
5ac0970e-1c42-4757-87df-6fdb6f826314
2013
Deuchar, Ross
05bcfd11-f002-4f8f-bea0-648363b89d3e
Bhopal, Kalwant
5ac0970e-1c42-4757-87df-6fdb6f826314
Deuchar, Ross and Bhopal, Kalwant
(2013)
‘We’re still human beings, we’re not aliens’:
promoting the citizenship rights and cultural diversity of
traveller children in schools: Scottish and English perspectives.
British Educational Research Journal, 39 (4), .
(doi:10.1080/01411926.2012.679252).
Abstract
This article examines the experiences of Traveller children in schools. It uses data from two studies (one in Scotland and the other in England) to examine Traveller children’s views about attending school (particularly in relation to their values and ambitions), their experiences of racism and prejudice and their views on how teachers perceive them. In our research, we draw from case study data to argue that despite public policy discourse around citizenship, the reality is one in which Traveller children continue to be viewed as outsiders. Due to this positioning, they do not enjoy the same rights as other children and they are not regarded full citizens in the school environment. We argue that in order for schools to consider issues of diversity and inclusion, they must consider and address ways in which Traveller children can be included as full citizens in schools, particularly in relation to their marginalised position in society.
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Published date: 2013
Organisations:
Social Justice & Inclusive Education
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Local EPrints ID: 336313
URI: http://eprints.soton.ac.uk/id/eprint/336313
ISSN: 0141-1926
PURE UUID: ebe62c1c-69c7-4fad-8cd6-610a8437a5d4
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Date deposited: 21 Mar 2012 13:49
Last modified: 14 Mar 2024 10:41
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Author:
Ross Deuchar
Author:
Kalwant Bhopal
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