Children from Marginalised Roma Communities at the School Gates: The Disconnect between Majority Discourses and Minority Voices

Autor/inn/en	Lukšík, Ivan
Titel	Children from Marginalised Roma Communities at the School Gates: The Disconnect between Majority Discourses and Minority Voices
Quelle	In: Early Childhood Education Journal, 47 (2019) 6, S.665-675 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lukšík, Ivan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-019-00959-z
Schlagwörter	Children; Disadvantaged; Ethnic Groups; Minority Groups; Poverty; Access to Education; Preschool Education; Foreign Countries; Migrants; Educational Policy; Political Attitudes; Parent Attitudes; Academic Language; Community Characteristics; Slovakia + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Ethnie; Ethnische Minderheit; Armut; Education; Access; Bildung; Zugang; Bildungszugang; Pre-school education; Vorschulerziehung; Ausland; Migrantin; Politics of education; Bildungspolitik; Political attitude; Politische Einstellung; Elternverhalten; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Slowakei
Abstract	Some children, especially those living in poverty and from ethnic minority backgrounds, have difficulty accessing preschool education. This is despite the fact that preschooling is considered to provide the foundations to a successful education and social inclusion. In Slovakia this issue primarily affects Roma children (Roma are also referred to as Travellers or Gypsies), specifically those from marginalised Roma communities (MRC). The aim of the article is to explore how the issue of schooling for this group of children relates to the political discourse and education policy, and consider whether this stems from the academic discourse on which higher education textbooks and teacher training are based. In the empirical analysis we found opinions and attitudes expressed by Roma parents from MRC that are not heard in the public discourse, and we compare these to the content of academic writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01