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Article

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Published version

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2013-12-01

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cc-by-nc-nd (c) Flecha, Ramón et al., 2013
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/97748

Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning

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http://dx.doi.org/10.1080/0305764X.2013.819068

Abstract

Schools and communities may have a key role in reversing the cycle of inequality that the Roma suffer in Europe. Aiming at reducing existing inequalities, dialogic learning aims to ensure high levels of academic learning for all children, by involving the whole community through egalitarian dialogue. Less well known are the implications of this approach for the Roma in highly marginalised areas. This article presents the results of a longitudinal case study in a Spanish primary school, undertaken as part of the European Union-funded INCLUD-ED Integrated Project. It reports on educational actions grounded in dialogic learning, which have succeeded in engaging families and communities in the school, the classroom and other learning spaces. Based on a dialogic school-based transformation, Roma families participated in children's learning activities and decision-making spaces. We explore how these actions involving Roma families are developed and the effect they may have in improving learning and engagement.

Subject

Integració escolar, Educació primària, Gitanos

Subject (English)

School integration, Primary education, Romanies

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Articles publicats en revistes (Sociologia)

Citation

FLECHA, Ramón and SOLER GALLART, Marta. Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education. 2013. Vol. 43, num. 4, pags. 451-465. ISSN 0305-764X. [consulted: 19 of August of 2026]. Available at: https://hdl.handle.net/2445/97748

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