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ANALYSIS OF THE STUDIES CONDUCTED IN EUROPE ON THE EDUCATION OF ROMA CHILDREN BETWEEN 2015-2021

Year 2023, Volume: 4 Issue: 1, 1 - 35, 26.06.2023
https://doi.org/10.59250/raedergisi.1091186

Abstract

In this study, academic studies on the educational processes of Roma children in Turkey and abroad were examined. By emphasizing the dimensions of these studies on the education of Roma children, the subject has been tried to be described. In this study which used a qualitative design, 33 studies conducted on the education of Roma people between the years 2015-2021 were reviewed by using systematic review analysis. The subject areas of the studies on the education of Roma children are grouped into five categories which are the views of Roma families on education, the effect of school on Roma children’s education, the role of teachers in the education of the Roma, the impact of intervention programs on the education of Roma children and socio-economic problems. In the present study, it was concluded that there was a significant increase in the number of articles on the education of Roma children in 2020. In addition, the most preferred research method is the qualitative method, and the most frequently used data collection technique is the interview technique. When an examination is made according to the countries, it is seen that the country with the most published articles on the subject is Spain.

References

  • Aguiar, C., Silva, C. S., Guerra, R., Rodrigues, R. B., Ribeiro, L. A., Pastori, G., Leseman, P., & the ISOTIS research team. (2020). Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: A critical overview. European Early Childhood Education Research Journal, 28(1), 58-76. https://doi.org/10.1080/1350293X.2020.1707363
  • Alpman, N. (1997). Başka Dünyanın İnsanları Çingeneler. İstanbul: Ozan Yayıncılık.
  • Arayıcı, A. (2008) “Avrupa’nın Vatansızları: Çingeneler”, İstanbul: Kalkedon Yayınları.
  • Bakker, P. (2001). The Political Status of The Romani Language in Europe. Mercator Working Papers
  • Balkız, Ö. I. ve Göktepe, T. (2014). Romanlar ve Sosyo-Ekonomik Yaşam Koşulları: Aydin ili Örneğinde Bir Alan Araştırması. Sosyoloji Dergisi, 30, 1-39
  • Battaglia, M. & Lebedinski, L. (2015). Equal Access to Education: An Evaluation of the Roma Teaching Assistant. World Development, 76, 62-81
  • Boyle, A., Flynn, M., & Hanafin, J. (2020). Optimism despite disappointment: Irish traveller parents’ reports of their own school experiences and their views on education. International Journal of Inclusive Education, 24(13), 1389-1409. https://doi.org/10.1080/13603116.2018.1530805
  • Cefai, C., Cavioni, V., Bartolo, P., Simoes, C., Miljevic-Ridicki, R., Bouilet, D., Ivanec, T. P., Matsopoulos, A., Gavogiannaki, M., Zanetti, M. A., Galea, K., Lebre, P., Kimber, B. & Eriksson, C. (2015). Social inclusion and social justice. Journal for Multicultural Education, 9(3), 122-139
  • Cvorovic, J. (2019). Stature and education among Roma women: taller stature is associated with better eduvational and economic outcomes. Journal of Biosocial Science, 1-12 doi:10.1017/S0021932019000427
  • Díez-Palomar, J., Sanmamed, A., García-Carrión, R., & Molina-Roldán, S. (2018). Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics. Sustainability, 10(7), 2191. https://doi.org/10.3390/su10072191
  • Dolean, D. (2016). Enhancing the Pre-literacy Skills of Roma Children: The Role of Socio-economic Status and Classroom Interventions in the Development of Phonemic Awareness. The New Educational Review, 45(3), 39-51. https://doi.org/10.15804/tner.2016.45.3.04
  • Dunajeva, J. (2017). Education of Roma Youth in Hungary: Schools, Identities and Belonging. European Education, 49(1), 56-70. https://doi.org/10.1080/10564934.2017.1280332
  • Ergün Elverici, S. (2022). Educational Technology in Special Education and Speech-Language Pathologists. The Journal of Academic Social Science, 146-159. http://dx.doi.org/10.29228/ASOS.56820
  • Fehérvári, A., & Varga, A. (2020). Resilience and inclusion. Evaluation of an educational support programme. Educational Studies, 1-19. https://doi.org/10.1080/03055698.2020.1835614
  • Ferreira, I. A., Silva, C. S., Neves, L., Guichard, S., & Aguiar, C. (2021). Predictors of shared book reading at home with preschoolers: Are there differences between Roma and non-Roma low-income families? Social Psychology of Education, 24(5), 1163-1191. https://doi.org/10.1007/s11218-021-09648-5
  • García-Carrión, R., Molina-Luque, F., & Roldán, S. M. (2018). How do vulnerable youth complete secondary education? The key role of families and the community. Journal of Youth Studies, 21(5), 701-716. https://doi.org/10.1080/13676261.2017.1406660
  • Girbés-Peco, S., Gairal-Casadó, R., & Torrego-Egido, L. (2019). The participation of Roma and Moroccan women in family education: Educational and psychosocial benefits / Participación de mujeres gitanas y marroquíes en la formación de familiares: beneficios educativos y psicosociales. Cultura y Educación, 31(4), 754-779. https://doi.org/10.1080/11356405.2019.1656487
  • Hellgren, Z., & Gabrielli, L. (2021). The Dual Expectations Gap. Divergent Perspectives on the Educational Aspirations of Spanish Roma Families. Journal of Intercultural Studies, 42(2), 217-234. https://doi.org/10.1080/07256868.2021.1883569
  • Hofmann, N., & Óhidy, A. (2018). Mentoring, Counselling and Mediator Models to Improve the Educational Situation of Sinti and Roma in Germany. International Dialogues on Education Journal, 5(1). https://doi.org/10.53308/ide.v5i1.80
  • Jarkovská, L., Lišková, K., & Obrovská, J. (2015). ‛We treat them all the same, but…’. Disappearing ethnic homogeneity in Czech classrooms and teachers’ responses. Race Ethnicity and Education, 18(5), 632-654. https://doi.org/10.1080/13613324.2015.1013457
  • Karaman, Z. T. (2014). “Yöneticinin Notu”. (Ed. Karaman, Z. T., Timurcanday Özmen, Tenikler, G. ve Yağlıdere). İzmir Büyükkent Bütününde Romanlar. İzmir: Siyasal Kitabevi, s. 13-21
  • Kennedy, P., & Smith, K. (2019). The hope of a better life? Exploring the challenges faced by migrant Roma families in Ireland in relation to children’s education. Journal of Ethnic and Migration Studies, 45(15), 2934-2952. https://doi.org/10.1080/1369183X.2018.1471344
  • Khalfaoui, A., García-Carrión, R., & Villardón-Gallego, L. (2020). Bridging the gap: Engaging Roma and migrant families in early childhood education through trust-based relationships. European Early Childhood Education Research Journal, 28(5), 701-711. https://doi.org/10.1080/1350293X.2020.1817241
  • Kurtuluş, B. (2012). Devletsiz Bir Halk Olarak Çingeneler: Kökenleri, Sorunları, Örgütlenmeleri: Roman Olup Çingene Kalmak, İstanbul: Melek Yayınları.
  • Lauritzen, S. M. (2020). Accessing basic education in Romania: Possibilities and limitations for NGOs working for educational change for Roma children. Journal of Educational Change, 21(2), 323-344.https://doi.org/10.1007/s10833-019-09358-y
  • Levinson, M. P. (2015). ‘What’s the plan?’ ‘What plan?’ Changing aspirations among Gypsy youngsters, and implications for future cultural identities and group membership. British Journal of Sociology of Education, 36(8), 1149-1169. https://doi.org/10.1080/01425692.2014.897217
  • Matras, Y., Howley, G. & Jones, C., (2020) Attitudes to the language and identity of Romanian Roma migrants in a UK school setting, Intercultural Education, 31:3, 359-375, DOI: 10.1080/14675986.2020.1728092
  • Milankovic, J., Ivkov-Dzigurski, A., Djukicin, S., Ivanovic, B., Lukic, T., & Kalkan, K. (2015). Attitudes of school teachers about Roma inclusion in education, a case study of Vojvodina, Serbia. Geographica Pannonica, 19(3), 122-129. https://doi.org/10.5937/GeoPan1503122M
  • Myers, M. (2017). Gypsy students in the UK: The impact of ‘mobility’ on education. Race Ethnicity and Education, 21(3), 353-369. https://doi.org/10.1080/13613324.2017.1395323
  • Němec, Z., Šimáčková-Laurenčíková, K., Hájková, V., & Strnadová, I. (2015). ‘When I need to do something else with the other children, then I can rely on her’: Teaching assistants working with socially disadvantaged students. European Journal of Special Needs Education, 30(4), 459-473. https://doi.org/10.1080/08856257.2015.1035904
  • Nguyen Luu, L., Boreczky, Á., & Gordon Győri, J. (2019). Minority parents’ coping efforts to improve their children’s academic achievement: The Tanodas in Hungary. Intercultural Education, 30(5), 564-578. https://doi.org/10.1080/14675986.2019.1619279
  • Obrovská, J., & Sidiropulu Janků, K. (2021). Resilience capacity and supportive factors of compulsory education in ethnic minority families: Mixed methods study of Czech Roma mothers. Contemporary Social Science, 16(4), 448-463. https://doi.org/10.1080/21582041.2020.1869813
  • Özateşler, G. (2013). Dokuz Eylül Üniversitesi Edebiyat Fakültesi Dergisi, 2(3), 13-34
  • Özbaş, M. (2017). Yoksulluk ve Romanlar En Çok İhmal Edilenler. Ankara: Siyasal Yayınevi
  • Paniagua-Rodríguez, A. & Bereményi B. A. (2019) Legitimising inequality? The governance of ‘Others’ through participatory initiatives in schools , Compare: A Journal of Comparative and International Education, 49:1, 115-131, DOI: 10.1080/03057925.2017.1389259
  • Pecek, M., & Munda, M. (2015). Roma pupils’ attitudes towards education—A case study. Intercultural Education, 26(5), 425-443. https://doi.org/10.1080/14675986.2015.1091237
  • Rizova, E., Bekar, M., & Velkovski, Z. (2020). Educational Challenges of Roma Minorities: The Case of the Republic of North Macedonia. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 8(3), 113-122. https://doi.org/10.23947/2334-8496-2020-8-3-113-122
  • Rosário, P., Pereira, B., Magalhães, P., Moreira, T., Mesquita, S., Fuentes, S., Núñez, J. C., & Vallejo, G. (2020). A brief school-based intervention on Gypsy culture: A longitudinal cluster randomized trial. The Journal of Educational Research, 113(6), 462-474. https://doi.org/10.1080/00220671.2020.1855096
  • Serbetar, I., Loftesnes, J. M., & Prprovic, I. (2019). Disparities in Motor Competence between Roma and Non-Roma Children in Croatia and Relations of Motor Competence, School Success and Social Economic Status. International Journal of Human Movement and Sports Sciences, 7(2), 19-24. https://doi.org/10.13189/saj.2019.070201
  • Sime, D., Fassetta, G., & McClung, M. (2018). ‘It’s good enough that our children are accepted’: Roma mothers’ views of children’s education post migration. British Journal of Sociology of Education, 39(3), 316-332. https://doi.org/10.1080/01425692.2017.1343125
  • Strataki, I., & Petrogiannis, K. (2021). Greek Roma mothers’ relationship with education: Aspirations and expectations regarding the educational future of their children. Contemporary Social Science, 16(4), 480-493. https://doi.org/10.1080/21582041.2020.1850848
  • Symeou, L. & Karagiorgi, Y. (2018). Culturally Aware But Not Yet Ready to Teach the Others: Journal of Multicultural Education, 2(4), 314-329
  • Taylan, H. ve Barış, İ. (2015). Romanlar ve Sosyal Dışlanma, Konya: Çizgi Kitabevi
  • Ulusoy, N. (2012). Yüreğinizden Gelen Sese Kulak Verin, Der. Yasemin İnceoğlu, Nefret Söylemi ve/veya Nefret Suçları. İstanbul: Ayrıntı Yayınları
  • Ünaldı, H. (2012) “Türkiye’de Yaşayan Kültürel Bir Farklılık: Çingeneler”. Batman Üniversitesi Yaşam Bilimleri Dergisi, 1(1): 615-626.
  • Yıldırım, A. ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yıldız Çiçekler, C. & Aral, N. (2020). Effect of art education program given to gypsy children on childrens creativity. Educational Research and Reviews, 15(8), 523-529. https://doi.org/10.5897/ERR2020.4015
  • Yıldız, H. (2007). Türkiye’de Çingeneler için Kullanılan Kelimeler ve Bunların Etimolojileri, Dil Araştırmaları Dergisi, 1(1), 61-82
  • Zachos, D. T. (2017). Teachers’ perceptions, attitudes and feelings towards pupils of Roma origin. International Journal of Inclusive Education, 21(10), 1011-1027. https://doi.org/10.1080/13603116.2017.1326176

2015-2021 TARİHLERİ ARASINDA AVRUPADA ROMAN ÇOCUKLARIN EĞİTİMİ ÜZERİNE YAPILAN ÇALIŞMALARIN ANALİZİ

Year 2023, Volume: 4 Issue: 1, 1 - 35, 26.06.2023
https://doi.org/10.59250/raedergisi.1091186

Abstract

Bu araştırmada, Roman çocukların eğitim süreçleri üzerine Türkiye’de ve yurt dışında yapılan akademik çalışmalar incelenmiştir. Bu çalışmaların Roman çocukların eğitimleri meselesini hangi boyutları ile ele aldığı üzerinde durularak konu betimlenmeye çalışılmıştır. Nitel desenin kullanıldığı bu araştırmada 2015-2021 yılları arasında Romanların eğitimlerini konu alan 33 çalışma sistematik derleme çalışması yapılarak gözden geçirilmiştir. Roman çocukların eğitimiyle ilgili yapılan çalışmaların konu alanları; Roman ailelerin eğitime ilişkin görüşleri, Roman çocukların eğitiminde okulun etkisi, Roman çocukların eğitiminde öğretmenlerin rolü, Roman çocukların eğitiminde müdahale programlarının etkisi ve sosyoekonomik sorunlar olmak üzere beş kategori altında toplanmıştır. Eldeki bu çalışmada Roman çocukların eğitimleri ile ilgili olan makalelerin sayısında 2020 yılında dikkate değer bir artış olduğu sonucuna varılmıştır. Ayrıca en çok tercih edilen araştırma yöntemi nitel yöntem, en sık kullanılan veri toplama tekniği ise görüşme tekniğidir. Ülkelere göre bir inceleme yapıldığında ise konuyla ilgili en çok makale yayınlanan ülkenin İspanya olduğu görülmüştür.

References

  • Aguiar, C., Silva, C. S., Guerra, R., Rodrigues, R. B., Ribeiro, L. A., Pastori, G., Leseman, P., & the ISOTIS research team. (2020). Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: A critical overview. European Early Childhood Education Research Journal, 28(1), 58-76. https://doi.org/10.1080/1350293X.2020.1707363
  • Alpman, N. (1997). Başka Dünyanın İnsanları Çingeneler. İstanbul: Ozan Yayıncılık.
  • Arayıcı, A. (2008) “Avrupa’nın Vatansızları: Çingeneler”, İstanbul: Kalkedon Yayınları.
  • Bakker, P. (2001). The Political Status of The Romani Language in Europe. Mercator Working Papers
  • Balkız, Ö. I. ve Göktepe, T. (2014). Romanlar ve Sosyo-Ekonomik Yaşam Koşulları: Aydin ili Örneğinde Bir Alan Araştırması. Sosyoloji Dergisi, 30, 1-39
  • Battaglia, M. & Lebedinski, L. (2015). Equal Access to Education: An Evaluation of the Roma Teaching Assistant. World Development, 76, 62-81
  • Boyle, A., Flynn, M., & Hanafin, J. (2020). Optimism despite disappointment: Irish traveller parents’ reports of their own school experiences and their views on education. International Journal of Inclusive Education, 24(13), 1389-1409. https://doi.org/10.1080/13603116.2018.1530805
  • Cefai, C., Cavioni, V., Bartolo, P., Simoes, C., Miljevic-Ridicki, R., Bouilet, D., Ivanec, T. P., Matsopoulos, A., Gavogiannaki, M., Zanetti, M. A., Galea, K., Lebre, P., Kimber, B. & Eriksson, C. (2015). Social inclusion and social justice. Journal for Multicultural Education, 9(3), 122-139
  • Cvorovic, J. (2019). Stature and education among Roma women: taller stature is associated with better eduvational and economic outcomes. Journal of Biosocial Science, 1-12 doi:10.1017/S0021932019000427
  • Díez-Palomar, J., Sanmamed, A., García-Carrión, R., & Molina-Roldán, S. (2018). Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics. Sustainability, 10(7), 2191. https://doi.org/10.3390/su10072191
  • Dolean, D. (2016). Enhancing the Pre-literacy Skills of Roma Children: The Role of Socio-economic Status and Classroom Interventions in the Development of Phonemic Awareness. The New Educational Review, 45(3), 39-51. https://doi.org/10.15804/tner.2016.45.3.04
  • Dunajeva, J. (2017). Education of Roma Youth in Hungary: Schools, Identities and Belonging. European Education, 49(1), 56-70. https://doi.org/10.1080/10564934.2017.1280332
  • Ergün Elverici, S. (2022). Educational Technology in Special Education and Speech-Language Pathologists. The Journal of Academic Social Science, 146-159. http://dx.doi.org/10.29228/ASOS.56820
  • Fehérvári, A., & Varga, A. (2020). Resilience and inclusion. Evaluation of an educational support programme. Educational Studies, 1-19. https://doi.org/10.1080/03055698.2020.1835614
  • Ferreira, I. A., Silva, C. S., Neves, L., Guichard, S., & Aguiar, C. (2021). Predictors of shared book reading at home with preschoolers: Are there differences between Roma and non-Roma low-income families? Social Psychology of Education, 24(5), 1163-1191. https://doi.org/10.1007/s11218-021-09648-5
  • García-Carrión, R., Molina-Luque, F., & Roldán, S. M. (2018). How do vulnerable youth complete secondary education? The key role of families and the community. Journal of Youth Studies, 21(5), 701-716. https://doi.org/10.1080/13676261.2017.1406660
  • Girbés-Peco, S., Gairal-Casadó, R., & Torrego-Egido, L. (2019). The participation of Roma and Moroccan women in family education: Educational and psychosocial benefits / Participación de mujeres gitanas y marroquíes en la formación de familiares: beneficios educativos y psicosociales. Cultura y Educación, 31(4), 754-779. https://doi.org/10.1080/11356405.2019.1656487
  • Hellgren, Z., & Gabrielli, L. (2021). The Dual Expectations Gap. Divergent Perspectives on the Educational Aspirations of Spanish Roma Families. Journal of Intercultural Studies, 42(2), 217-234. https://doi.org/10.1080/07256868.2021.1883569
  • Hofmann, N., & Óhidy, A. (2018). Mentoring, Counselling and Mediator Models to Improve the Educational Situation of Sinti and Roma in Germany. International Dialogues on Education Journal, 5(1). https://doi.org/10.53308/ide.v5i1.80
  • Jarkovská, L., Lišková, K., & Obrovská, J. (2015). ‛We treat them all the same, but…’. Disappearing ethnic homogeneity in Czech classrooms and teachers’ responses. Race Ethnicity and Education, 18(5), 632-654. https://doi.org/10.1080/13613324.2015.1013457
  • Karaman, Z. T. (2014). “Yöneticinin Notu”. (Ed. Karaman, Z. T., Timurcanday Özmen, Tenikler, G. ve Yağlıdere). İzmir Büyükkent Bütününde Romanlar. İzmir: Siyasal Kitabevi, s. 13-21
  • Kennedy, P., & Smith, K. (2019). The hope of a better life? Exploring the challenges faced by migrant Roma families in Ireland in relation to children’s education. Journal of Ethnic and Migration Studies, 45(15), 2934-2952. https://doi.org/10.1080/1369183X.2018.1471344
  • Khalfaoui, A., García-Carrión, R., & Villardón-Gallego, L. (2020). Bridging the gap: Engaging Roma and migrant families in early childhood education through trust-based relationships. European Early Childhood Education Research Journal, 28(5), 701-711. https://doi.org/10.1080/1350293X.2020.1817241
  • Kurtuluş, B. (2012). Devletsiz Bir Halk Olarak Çingeneler: Kökenleri, Sorunları, Örgütlenmeleri: Roman Olup Çingene Kalmak, İstanbul: Melek Yayınları.
  • Lauritzen, S. M. (2020). Accessing basic education in Romania: Possibilities and limitations for NGOs working for educational change for Roma children. Journal of Educational Change, 21(2), 323-344.https://doi.org/10.1007/s10833-019-09358-y
  • Levinson, M. P. (2015). ‘What’s the plan?’ ‘What plan?’ Changing aspirations among Gypsy youngsters, and implications for future cultural identities and group membership. British Journal of Sociology of Education, 36(8), 1149-1169. https://doi.org/10.1080/01425692.2014.897217
  • Matras, Y., Howley, G. & Jones, C., (2020) Attitudes to the language and identity of Romanian Roma migrants in a UK school setting, Intercultural Education, 31:3, 359-375, DOI: 10.1080/14675986.2020.1728092
  • Milankovic, J., Ivkov-Dzigurski, A., Djukicin, S., Ivanovic, B., Lukic, T., & Kalkan, K. (2015). Attitudes of school teachers about Roma inclusion in education, a case study of Vojvodina, Serbia. Geographica Pannonica, 19(3), 122-129. https://doi.org/10.5937/GeoPan1503122M
  • Myers, M. (2017). Gypsy students in the UK: The impact of ‘mobility’ on education. Race Ethnicity and Education, 21(3), 353-369. https://doi.org/10.1080/13613324.2017.1395323
  • Němec, Z., Šimáčková-Laurenčíková, K., Hájková, V., & Strnadová, I. (2015). ‘When I need to do something else with the other children, then I can rely on her’: Teaching assistants working with socially disadvantaged students. European Journal of Special Needs Education, 30(4), 459-473. https://doi.org/10.1080/08856257.2015.1035904
  • Nguyen Luu, L., Boreczky, Á., & Gordon Győri, J. (2019). Minority parents’ coping efforts to improve their children’s academic achievement: The Tanodas in Hungary. Intercultural Education, 30(5), 564-578. https://doi.org/10.1080/14675986.2019.1619279
  • Obrovská, J., & Sidiropulu Janků, K. (2021). Resilience capacity and supportive factors of compulsory education in ethnic minority families: Mixed methods study of Czech Roma mothers. Contemporary Social Science, 16(4), 448-463. https://doi.org/10.1080/21582041.2020.1869813
  • Özateşler, G. (2013). Dokuz Eylül Üniversitesi Edebiyat Fakültesi Dergisi, 2(3), 13-34
  • Özbaş, M. (2017). Yoksulluk ve Romanlar En Çok İhmal Edilenler. Ankara: Siyasal Yayınevi
  • Paniagua-Rodríguez, A. & Bereményi B. A. (2019) Legitimising inequality? The governance of ‘Others’ through participatory initiatives in schools , Compare: A Journal of Comparative and International Education, 49:1, 115-131, DOI: 10.1080/03057925.2017.1389259
  • Pecek, M., & Munda, M. (2015). Roma pupils’ attitudes towards education—A case study. Intercultural Education, 26(5), 425-443. https://doi.org/10.1080/14675986.2015.1091237
  • Rizova, E., Bekar, M., & Velkovski, Z. (2020). Educational Challenges of Roma Minorities: The Case of the Republic of North Macedonia. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 8(3), 113-122. https://doi.org/10.23947/2334-8496-2020-8-3-113-122
  • Rosário, P., Pereira, B., Magalhães, P., Moreira, T., Mesquita, S., Fuentes, S., Núñez, J. C., & Vallejo, G. (2020). A brief school-based intervention on Gypsy culture: A longitudinal cluster randomized trial. The Journal of Educational Research, 113(6), 462-474. https://doi.org/10.1080/00220671.2020.1855096
  • Serbetar, I., Loftesnes, J. M., & Prprovic, I. (2019). Disparities in Motor Competence between Roma and Non-Roma Children in Croatia and Relations of Motor Competence, School Success and Social Economic Status. International Journal of Human Movement and Sports Sciences, 7(2), 19-24. https://doi.org/10.13189/saj.2019.070201
  • Sime, D., Fassetta, G., & McClung, M. (2018). ‘It’s good enough that our children are accepted’: Roma mothers’ views of children’s education post migration. British Journal of Sociology of Education, 39(3), 316-332. https://doi.org/10.1080/01425692.2017.1343125
  • Strataki, I., & Petrogiannis, K. (2021). Greek Roma mothers’ relationship with education: Aspirations and expectations regarding the educational future of their children. Contemporary Social Science, 16(4), 480-493. https://doi.org/10.1080/21582041.2020.1850848
  • Symeou, L. & Karagiorgi, Y. (2018). Culturally Aware But Not Yet Ready to Teach the Others: Journal of Multicultural Education, 2(4), 314-329
  • Taylan, H. ve Barış, İ. (2015). Romanlar ve Sosyal Dışlanma, Konya: Çizgi Kitabevi
  • Ulusoy, N. (2012). Yüreğinizden Gelen Sese Kulak Verin, Der. Yasemin İnceoğlu, Nefret Söylemi ve/veya Nefret Suçları. İstanbul: Ayrıntı Yayınları
  • Ünaldı, H. (2012) “Türkiye’de Yaşayan Kültürel Bir Farklılık: Çingeneler”. Batman Üniversitesi Yaşam Bilimleri Dergisi, 1(1): 615-626.
  • Yıldırım, A. ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yıldız Çiçekler, C. & Aral, N. (2020). Effect of art education program given to gypsy children on childrens creativity. Educational Research and Reviews, 15(8), 523-529. https://doi.org/10.5897/ERR2020.4015
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There are 49 citations in total.

Details

Primary Language Turkish
Subjects Sociology of Migration, Ethnicity and Multiculturalism
Journal Section Research Articles
Authors

Esin Karataş 0000-0002-4909-9510

Publication Date June 26, 2023
Submission Date March 21, 2022
Published in Issue Year 2023 Volume: 4 Issue: 1

Cite

APA Karataş, E. (2023). 2015-2021 TARİHLERİ ARASINDA AVRUPADA ROMAN ÇOCUKLARIN EĞİTİMİ ÜZERİNE YAPILAN ÇALIŞMALARIN ANALİZİ. Roman Dili Ve Kültürü Araştırmaları Enstitüsü Dergisi, 4(1), 1-35. https://doi.org/10.59250/raedergisi.1091186
AMA Karataş E. 2015-2021 TARİHLERİ ARASINDA AVRUPADA ROMAN ÇOCUKLARIN EĞİTİMİ ÜZERİNE YAPILAN ÇALIŞMALARIN ANALİZİ. Roman Dili ve Kültürü Araştırmaları Enstitüsü Dergisi. June 2023;4(1):1-35. doi:10.59250/raedergisi.1091186
Chicago Karataş, Esin. “2015-2021 TARİHLERİ ARASINDA AVRUPADA ROMAN ÇOCUKLARIN EĞİTİMİ ÜZERİNE YAPILAN ÇALIŞMALARIN ANALİZİ”. Roman Dili Ve Kültürü Araştırmaları Enstitüsü Dergisi 4, no. 1 (June 2023): 1-35. https://doi.org/10.59250/raedergisi.1091186.
EndNote Karataş E (June 1, 2023) 2015-2021 TARİHLERİ ARASINDA AVRUPADA ROMAN ÇOCUKLARIN EĞİTİMİ ÜZERİNE YAPILAN ÇALIŞMALARIN ANALİZİ. Roman Dili ve Kültürü Araştırmaları Enstitüsü Dergisi 4 1 1–35.
IEEE E. Karataş, “2015-2021 TARİHLERİ ARASINDA AVRUPADA ROMAN ÇOCUKLARIN EĞİTİMİ ÜZERİNE YAPILAN ÇALIŞMALARIN ANALİZİ”, Roman Dili ve Kültürü Araştırmaları Enstitüsü Dergisi, vol. 4, no. 1, pp. 1–35, 2023, doi: 10.59250/raedergisi.1091186.
ISNAD Karataş, Esin. “2015-2021 TARİHLERİ ARASINDA AVRUPADA ROMAN ÇOCUKLARIN EĞİTİMİ ÜZERİNE YAPILAN ÇALIŞMALARIN ANALİZİ”. Roman Dili ve Kültürü Araştırmaları Enstitüsü Dergisi 4/1 (June 2023), 1-35. https://doi.org/10.59250/raedergisi.1091186.
JAMA Karataş E. 2015-2021 TARİHLERİ ARASINDA AVRUPADA ROMAN ÇOCUKLARIN EĞİTİMİ ÜZERİNE YAPILAN ÇALIŞMALARIN ANALİZİ. Roman Dili ve Kültürü Araştırmaları Enstitüsü Dergisi. 2023;4:1–35.
MLA Karataş, Esin. “2015-2021 TARİHLERİ ARASINDA AVRUPADA ROMAN ÇOCUKLARIN EĞİTİMİ ÜZERİNE YAPILAN ÇALIŞMALARIN ANALİZİ”. Roman Dili Ve Kültürü Araştırmaları Enstitüsü Dergisi, vol. 4, no. 1, 2023, pp. 1-35, doi:10.59250/raedergisi.1091186.
Vancouver Karataş E. 2015-2021 TARİHLERİ ARASINDA AVRUPADA ROMAN ÇOCUKLARIN EĞİTİMİ ÜZERİNE YAPILAN ÇALIŞMALARIN ANALİZİ. Roman Dili ve Kültürü Araştırmaları Enstitüsü Dergisi. 2023;4(1):1-35.
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