Social Justice in Education from the Perspective of the Roma in the Czech Republic--A Case Study

Autor/inn/en	Levínská, Markéta; Bittnerová, Dana
Titel	Social Justice in Education from the Perspective of the Roma in the Czech Republic--A Case Study
Quelle	In: Hungarian Educational Research Journal, 12 (2022) 1, S.12-36 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Levínská, Markéta) ORCID (Bittnerová, Dana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Migrants; Population Groups; Travel; Migration; Minority Groups; Ethnic Groups; Social Justice; Civil Rights; Equal Education; Laws; Legislation; Racism; Czech Republic + Suchen Sie Ihr Suchwort? Ausland; Migrantin; Travelling; Reisen; Reise; Ethnische Minderheit; Ethnie; Soziale Gerechtigkeit; Bürgerrechte; Grundrechte; Zivilrecht; Law; Recht; Gesetzgebungslehre; Rassismus; Tschechische Republik
Abstract	This paper addresses the current educational rights of the Roma community (in the Czech Republic). The aim of the paper is to present the educational system, its advantages and disadvantages and the ways in which the legal system supports educational rights. The second part of the paper focuses on the exercising and negotiation of rights in the contemporary social context. The work is based on ethnographic research conducted since 2005 by the Levinska, Bittnerova, & Doubek team in socially excluded localities. The data analysis is based on the theoretical concept of cognitive anthropology and the cultural models theory (D'Andrare, & Strauss, 1992). Cultural models and the ways in which parents, students and teachers negotiate rights are presented. The tension between rationality and morality (Bateson, 1958) is demonstrated by the models' endurance; communication, cognitive and material support; and independence. Although the system itself provides equal opportunities, the prospects that education affords are a fundamental problem. One obstacle is racial bias, which influences members of the dominant group. Another significant obstacle is poverty and the costs of higher education, which are beyond the financial capacity of poor families. A third obstacle is knowledge, which is insufficient in excluded localities and poor families, and that families are unable to give students adequate support in navigating the full scope of student responsibilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01