From Policy to Practice: Roma Education in Albania and Sweden

Autor/inn/en	Avery, Helen; Hoxhallari, Itena
Titel	From Policy to Practice: Roma Education in Albania and Sweden
Quelle	In: Urban Review: Issues and Ideas in Public Education, 49 (2017) 3, S.463-477 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-016-0394-5
Schlagwörter	Foreign Countries; Comparative Education; Theory Practice Relationship; Migrant Children; Educational Policy; Educational Research; Equal Education; Student Rights; Civil Rights; Albania; Sweden + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Theorie-Praxis-Beziehung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Bürgerrechte; Grundrechte; Zivilrecht; Albanien; Schweden
Abstract	This paper aims to make a contribution to recentering practice- and practitioner-oriented issues in Roma education studies. Gaps can be observed today between conditions of educational work in practice and the ways education is understood in mainstream academic discussions, compounded by the fact that educational workers in the field have limited access to academic environments. Also, as a subject dealing with minorities, education for Roma and Roma communities tends to occupy a marginal position in academic departments of Education. Inversely, in Roma studies, focus often lies on culture or history, and education is mainly considered through the lens of identity. This means that many important experiences in Roma educational work remain silent, and significant aspects of practices are not sufficiently shared across contexts. In this paper, experiences from education projects in Albania and Sweden are presented and considered against the background of Roma education policies in these countries generally. An analysis is made of the ways these projects directly or indirectly connect to local academic structures. Finally, suggestions are made of potential strategies for developing practice- and practitioner-driven research in this area, to make relevant experiences more accessible across linguistic and national borders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01