Inclusion or Exclusion: UK education policy and Roma pupils

Rogers, Carol (2021) Inclusion or Exclusion: UK education policy and Roma pupils. In: Social and Economic Vulnerability of Roma People - Key Factors for the Success and Continuity of Schooling. Level Springer, pp. 3-17. ISBN 978-3-030-52588-0 (In Press)

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Abstract

Education is widely recognised as a key factor in improving social mobility and improving life chances. Therefore, this is fundamental to UK education policy which aims to improve outcomes for all children, particularly those from disadvantaged backgrounds. As a result of expansion of the European Union over the past decade, there has been an increase in the number of Central and Eastern European Roma families settling the United Kingdom. Together with indigenous Gypsies and Travellers, Roma families remain some of the most marginalised and disadvantaged families in the UK, with Gypsy and Roma children having the poorest educational outcomes of all pupil groups. An inclusive educational philosophy underpins the UK educational system, however, there is a tension between current austerity measures and outcome driven education policy and the principles of inclusive practice. Whilst there are examples of good practice and inclusive educational experiences for Roma children, some barriers and exclusions are also evident.

Item Type: Book Section
Keywords: Roma, Education Policy, Inclusion, Inclusive Education, UK
Depositing User: RED Unit Admin
Date Deposited: 25 Feb 2020 12:09
Last Modified: 18 Feb 2021 07:30
URI: https://bucks.repository.guildhe.ac.uk/id/eprint/17978

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