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Kalwant Bhopal, University of Greenwich.
British Journal of Educational Studies vol 52 No.1 (March
2004) pp 47-64
This article explores Gypsy Travellers' changing views on
their children's education. It is based on a project for the
then Department for Education and Employment (DfEE), by the
author and others, looking at best practice in relation to
the schooling of Gypsy Traveller children. Research was conducted
in six different schools, talking to parents from 20 different
families.
The report found that contrary to common assumptions, Gypsy
Traveller parents are not generally hostile to the education
of their children. Many see a need for them to get an education,
seeing it as a 'stepping stone' to enable them to be respected
in society, particularly in a world where traditional Gypsy
means of making a living are less viable. Many wanted their
children to complete secondary and even higher education.
But whereas attitudes to education itself are positive, many
parents have negative attitudes to schools; partly due to
the fact that many parents have never been to school themselves.
There is a fear of dilution of Gypsy values and the exposure
of children to the 'immoralities' of non-Gypsy society, as
well as a (often not unfounded) fear that children will experience
racism and social exclusion at school. A few parents see the
wider curriculum as irrelevant to their children, even if
they see basic skills as important. A more general problem
highlighted by the study is that school curricula are not
tailored to a nomadic way of life, which can make it very
difficult for children who move around a lot to do well.
Involvement and engagement of parents in their children's
educations is key, to get messages across about home study
routines and school expectations. The Traveller Education
Service (TES), based in many local authorities, is instrumental
in this; many parents see it as vital in creating a positive
and trusting relationship with the school. The TES also has
an important role in helping schools to understand the needs
of Traveller families. Family-based learning, such as adult
literacy, can also provide effective links with parents, allowing
them to get to know and trust teachers, as well as letting
them see what school is really like. In addition, and importantly,
improving parents' literacy means they can take a more active
role in their children's education, understanding what they
are learning, and being able to read their reports. Adult
literacy classes, meant initially just for Travellers, also
often end up benefiting the wider community, as adults other
than Travellers have participated too.
The report suggests that educational policy for Gypsy Travellers
needs to recognise their specific needs, seeking to get the
most out of interrupted and nomadic learning, for instance
using distance learning techniques. In addition, although
the TES is important, schools need to take ownership of the
relationship with the community, and not rely on a third party
as a 'go-between'.
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