Roman Çocuklarda Öğrenme Yoksulluğu: Mersin Örneği

Abstract

Bu çalışmanın amacı, Roman çocukları arasında yaygın olarak görülen öğrenme yoksulluğu olgusunu alan araştırması verileri ile ortaya koymaktır. Literatürde “öğrenme yoksulluğu” belirli bir yaşa kadar asgari öğrenme düzeyine ulaşamamış çocuklar için kullanılan bir kavramdır. Roman topluluğunun yaşadığı marjinalleştirme ve dışlanma olgusu kendisini Roman çocuklarının eğitim sürecinde de göstermektedir. Bu çalışma, yoksulluk olgusu üzerine temel tartışma alanı olan yoksulluğu bireysel nedenlerle açıklayan yaklaşım biçimleri ile yapısal sebeplere vurgu yapan yaklaşım biçimlerini alan verileri üzerinden irdelemektedir. Alan araştırmasına dayanan bu çalışma; Mersin ili merkezinde yer alan ve Romanların yoğun olarak yaşadığı mahallelerde Roman çocuklar, Roman ebeveynler öğretmen ve okul müdürleri dahil olmak üzere 40 kişi ile derinlemesine görüşmeler yapılarak yürütülmüştür. Araştırmanın sonucunda; Roman çocukların öğrenme yoksulluklarının temel nedenleri mağduru suçlayan bireysel nedenlerden ziyade düşük sosyoekonomik düzey, mekânsal eşitsizlikler, okul yönetimi ve öğretmenler dahil olmak üzere öğrenme ortamı yetersizlikleri, düşük ebeveyn katılımı, Romanlara yönelik dışlanma, damgalanma ve toplumsal cinsiyet eşitsizlikleri olduğu ortaya konulmuştur.

Keywords

• Dezavantajlı gruplar
• Sosyal dışlanma
• Damgalanma
• Roman çocuklar
• Öğrenme yoksulluğu
• Covid-19

Learning Poverty in Romanı Children: A Case Study in Mersin

Abstract

The aim of this study is to reveal the widespread phenomenon of learning poverty among Romani children through field research data. In the literature, “learning poverty” refers to children who have not reached a minimum level of learning by a certain age. The phenomenon of marginalization and exclusion experienced by the Romani community also manifests itself in the educational process of Romani children. This study examines the main debates on the phenomenon of poverty, including approaches that explain poverty in terms of individual causes and approaches that emphasize structural causes, through field data. Based on field research, this study was conducted by conducting in-depth interviews with 40 people, including Romani children, Romani parents, teachers and administrators, in neighborhoods in the center of Mersin province where Romani people live densely. The study revealed that the main causes of learning poverty among Romani children are low socioeconomic levels, spatial inequalities, inadequacies in the learning environment including school management and teachers, low parental involvement, stigmatization against Romani children and gender inequalities, rather than individual reasons that blame the victim.

Keywords

• Disadvantaged groups
• social exclusion
• stigmatization
• Romani children
• Learning poverty
• Covid-19

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