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Gypsy, Roma and traveller pupils in schools in the UK: inclusion and 'good practice'

Gypsy, Roma and traveller pupils in schools in the UK: inclusion and 'good practice'
Gypsy, Roma and traveller pupils in schools in the UK: inclusion and 'good practice'
This paper examines inclusionary processes and examples of 'good practice' in primary and secondary schools for Gypsy, Roma and Traveller pupils in one inner London Borough in the UK. It will explore the role of the Traveller Education Service (TES) and argue that the support provided by the TES to schools is essential for the development of 'good practice', but at the same time it stresses that the TES is not a substitute for the school's educational and welfare responsibilities. The paper will also argue that the commitment of the head teacher and senior management team to the inclusive ethos of the school is crucial in setting the tone of the school towards positive treatment of Gypsy, Roma and Traveller pupils. Where an inclusive ethos works successfully it is often the result of a wider social engagement between the school and community. The paper will draw on qualitative interview data with parents, head teachers, deputies, heads of year, teachers, and classroom assistants at the schools.
gypsy, traveller, exclusion, education, good practice
1360-3116
299-314
Bhopal, Kalwant
5ac0970e-1c42-4757-87df-6fdb6f826314
Myers, Martin
7c2c36aa-1db3-425c-9bab-cbb5f7b70ee1
Bhopal, Kalwant
5ac0970e-1c42-4757-87df-6fdb6f826314
Myers, Martin
7c2c36aa-1db3-425c-9bab-cbb5f7b70ee1

Bhopal, Kalwant and Myers, Martin (2009) Gypsy, Roma and traveller pupils in schools in the UK: inclusion and 'good practice'. International Journal of Inclusive Education, 13 (3), 299-314. (doi:10.1080/13603110701748403).

Record type: Article

Abstract

This paper examines inclusionary processes and examples of 'good practice' in primary and secondary schools for Gypsy, Roma and Traveller pupils in one inner London Borough in the UK. It will explore the role of the Traveller Education Service (TES) and argue that the support provided by the TES to schools is essential for the development of 'good practice', but at the same time it stresses that the TES is not a substitute for the school's educational and welfare responsibilities. The paper will also argue that the commitment of the head teacher and senior management team to the inclusive ethos of the school is crucial in setting the tone of the school towards positive treatment of Gypsy, Roma and Traveller pupils. Where an inclusive ethos works successfully it is often the result of a wider social engagement between the school and community. The paper will draw on qualitative interview data with parents, head teachers, deputies, heads of year, teachers, and classroom assistants at the schools.

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More information

e-pub ahead of print date: 27 May 2009
Published date: May 2009
Keywords: gypsy, traveller, exclusion, education, good practice
Organisations: Social Justice & Inclusive Education

Identifiers

Local EPrints ID: 59230
URI: https://eprints.soton.ac.uk/id/eprint/59230
ISSN: 1360-3116
PURE UUID: 998666f9-2cc5-49b7-ad51-973a30ca76f2

Catalogue record

Date deposited: 28 Aug 2008
Last modified: 13 Mar 2019 20:30

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