How to Move from Power-Based to Dialogic Relations? Lessons from Roma Women

Autor/inn/en	Melgar, Patricia; Larena, Rosa; Ruiz, Laura; Rammel, Stephanie
Titel	How to Move from Power-Based to Dialogic Relations? Lessons from Roma Women
Quelle	In: European Journal of Education, 46 (2011) 2, S.219-227 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/j.1465-3435.2011.01477.x
Schlagwörter	Minority Groups; Role Models; Females; Academic Achievement; Foreign Countries; Social Isolation; Poverty; Power Structure; Longitudinal Studies; Case Studies; Qualitative Research; Cultural Awareness; Family School Relationship; European Union; Spain + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Identifikationsfigur; Weibliches Geschlecht; Schulleistung; Ausland; Soziale Isolation; Armut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Qualitative Forschung; Cultural identity; Kulturelle Identität; Spanien
Abstract	In its growth strategy for the coming decade, the EU recognises the Roma as one of several groups especially affected by poverty and social vulnerability. So far, many efforts to reverse this social exclusion have failed; imposed solutions based on power relations have ignored Roma voices and suggestions from the community. As a result, the EU now emphasises the urgency of identifying measures that can effectively help their situation. This article draws on data from a qualitative longitudinal case study of predominantly Roma schools in Spain. It shows how the move from power-based relations with Roma families to more dialogic ones has helped overcome both social and educational exclusion. Two dimensions are identified that facilitate this transition: demonopolisation of the expert knowledge and recognition of the Roma culture. By introducing dialogic relations, these schools have encouraged more Roma women to participate in different domains; they have also increased their academic expectations, moved beyond society's prejudice towards the Roma, and helped new role models to emerge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10