ENAR – ERIO Conference Brussels, 28 th -29 th April 2006 “The Roma and Equal Access to Education: From Segregation to Integrated Schooling”

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Presentation transcript:

ENAR – ERIO Conference Brussels, 28 th -29 th April 2006 “The Roma and Equal Access to Education: From Segregation to Integrated Schooling”

“Feeling Wanted, Respected and Valued: Curriculum Inclusion is Important for Happy and Successful Learning” Welcome to the most important debate/discussion in Europe! You will be part of it!

“Feeling Wanted, Respected and Valued: Curriculum Inclusion is Important” CONTENTS: Introductions Knowledge Infected by Nationalism How Children Experience Happy and Successful Learning Models of Roma/Gypsy and Traveller Curriculum Inclusion, Exposure and Exclusion Best Practice Cross-Curricular Models Looking at Materials/Books/Toys Discussion Structure

Knowledge Infected by Nationalism Role of schools to transmit knowledge State curriculum influences on the school Knowledge delivery linked to money Slow curriculum change to diversity Curriculum always as battlefield!

How Children Experience Happy and Successful Learning Clear statements of individual acceptance Clear expectations that they can and well learn Careful preparation of interesting and relevant material matched to individual needs Good teaching with high expectations and respect for equality issues Knowledge content that affirms personal and group identity and individual worth Achievement that boosts self-respect and self- esteem

Models of Rome/Gypsy and Traveller Curriculum Inclusion, Exposure and Exclusion Curriculum exclusion and negative results Curriculum negative inclusion with negative results Curriculum inclusion as ‘tokenism’ and or ‘exotic’ Curriculum inclusion as ‘permeation’ of knowledge for all children which embraces ethnic and cultural diversity

Best Practice Cross-Curricular Models (1) Early years (toys/clothes/books/pictures/language/family- home references etc) Primary education (cross curricular knowledge content to reflect population/pupil diversity [ethnicity/culture/language/religion] and books/pictures/works of art/toys/artefacts/visits/family- home and community references) Open and free Extra Curricular activities/clubs/hobbies etc. with possible cultural orientation

Best Practice Cross-Curricular Models (2) Secondary and further education – knowledge reflective of ethnic and cultural/language diversity. Options of ‘specialist’ course selection