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Journal articles on the topic 'Traveller education'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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1

Boyle, Anne, Joan Hanafin, and Marie Flynn. "Irish Traveller Parents' Involvement in Targeted Early Years Education." Encounters in Theory and History of Education 19 (November 30, 2018): 186–204. http://dx.doi.org/10.24908/eoe-ese-rse.v19i0.10773.

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This paper explores Traveller parents’ involvement in Traveller preschools in Ireland. Travellers are a distinct cultural group who have experienced educational disadvantage. Against a backdrop of changing policy paradigms, Traveller preschools were established in the 1970s as a compensatory educational intervention. The methodology was mainly qualitative, drawing on interpretivism, social constructivism and critical theory. Methods included document analysis, focus group and individual interviews, and a questionnaire survey. Findings about Traveller parental involvement in preschools are presented in three broad overlapping categories; how school culture enables involvement; parents’ direct involvement in preschools; and their home-based activities supporting children's education and development. Travellers were extensively involved in various ways except formal decision-making. Traveller preschools were experienced as protected enclaves where parents felt welcome and accepted, and involved on an individual and familial level. This research highlights the importance of engaging in respectful ways with Traveller parents and acknowledging their educational involvement. Keywords Travellers, Ireland, Parents, Early Years Education, Qualitative Research, Ethnicity

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2

Smith, Anna RT. "Insights into the shifting perspectives of members of the Gypsy and Traveller community on schooling, and implications for school leaders." Management in Education 31, no. 1 (January 2017): 14–20. http://dx.doi.org/10.1177/0892020616683337.

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This article focuses on the perceptions and experiences of education of two female adult members of the Gypsy and Traveller community and one female adult member of the settled community who works closely with Travellers. Narrative interviews were conducted in England in 2016, to gain some understanding of the factors contributing to the persistently relatively low educational outcomes of Travellers. Data were analysed in accordance with the principles of interpretative phenomenological analysis (IPA). Findings suggest that traditional cultural aspects of the Traveller community strongly influence attitudes to education and whether formal education is accessed. Whilst there are indications that negative perceptions of formal schooling have been entrenched in the Traveller community, this research found that attitudes to education may be slowly changing, particularly with younger generations. This largely stems from a recognition of the need for a level of formal education and qualifications owing to changes in the availability of traditional forms of employment for Travellers. Nonetheless, it emerged that deeply rooted negative views about formal schooling remain, particularly with regard to the perceived dangers and safety concerns associated with secondary schools. There are far-reaching implications for school leaders. Pivotal to this is a need for schools to be fully inclusive to ensure that the cultural needs of Gypsies and Travellers are met, particularly since the Traveller Education Service (TES) has been vastly reduced. For this to be possible, educators, school leaders and governors require a deeper understanding of the culture of the Gypsy and Traveller community, which should inform proactively inclusive policies, procedures and practices in formal educational settings. This might encourage more Travellers to engage with and remain in formal education, at primary and secondary school and beyond, and could also help foster positive relationships with local communities.

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3

Vanderbeck, Robert M. "Anti-Nomadism, Institutions, and the Geographies of Childhood." Environment and Planning D: Society and Space 23, no. 1 (February 2005): 71–94. http://dx.doi.org/10.1068/d333t.

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Despite an increasing interest in the geographies of childhood, geographical research has given little attention to issues concerning young people from traditionally semi-nomadic groups, such as Gypsies and other Travellers. In this paper I explore the discursive construction of Traveller childhood within contemporary Britain, with an emphasis on the ways in which state educational discourse constructs young Travellers as needing greater involvement with the ‘mainstream’ education system. I draw on a range of sources, including documents, participant observation, and interviews with practitioners in Traveller education conducted between 1998 and 2001. I argue that contemporary discourse often continues to reflect long-standing notions of cultural disadvantage and deficit which have often been applied to Travellers, although more subtly expressed than in the past. I also argue that children's rights discourses are often employed to construct Traveller parents as obstacles to their children's development and well-being, and that these discourses can be used to legitimise various exertions of power (such as legal measures to prosecute parents). The evidence of the research highlights the need for more nuanced, empirically informed theorisations of the interface between Traveller children and state institutions than has generally been the case to date.

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4

Frehill, Nicól, and Sandra Dunsmuir. "The influence of sense of school belonging on Traveller students’ secondary school completion." Educational and Child Psychology 32, no. 2 (June 2015): 10–21. http://dx.doi.org/10.53841/bpsecp.2015.32.2.10.

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Aims:This study sought to investigate the relationship between school variables, background variables, sense of belonging and absenteeism in Traveller students in Irish secondary education aged 12 to 15 years.Method:The study employed a wait list control design, recruiting 37 Traveller students and 41 non-Traveller students from three secondary schools in the west of Ireland. All participating pupils completed questionnaires designed to sample their emotional engagement with school such as the Belonging Scale, the School Connectedness Scale and the Sense of School Community Scale. Teachers who worked directly with the participating Traveller students completed the Affective Engagement Perspective Scale. School attendance records from each school were accessed to collect data about the absenteeism rates.Findings:Differences between Traveller and non-Traveller participants were examined using analysis of variance (ANOVA) and t-tests. In line with previous research, Traveller students had higher absenteeism compared to their non-Traveller peers. Overall non-Travellers had a greater sense of school community and connectedness. Multiple regression analysis examined the relationship between school, home and sense of school belonging variables on absenteeism. Results showed absenteeism was predicted by individual’s sense of school community, mother’s educational level and whether the individual was a Traveller or not.Conclusions:Results are discussed in relation to educational practice, in particular the need for secondary schools to develop organisational structures and systems to target the promotion of sense of belonging in schools and to engage Traveller families. Implications for future research are examined.

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5

Harrison, Neil. "Traveller, Nomadic and Migrant Education." International Journal of Lifelong Education 30, no. 2 (March 2011): 273–75. http://dx.doi.org/10.1080/02601370.2011.555612.

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6

Midgley, Warren. "Traveller, nomadic and migrant education." Intercultural Education 21, no. 1 (February 2010): 93–94. http://dx.doi.org/10.1080/14675980903491924.

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7

Themelis, Spyros. "Questioning Inclusion: The Education of Roma/Traveller Students and Young People in Europe and England — A Critical Examination." Research in Comparative and International Education 4, no. 3 (January 1, 2009): 262–75. http://dx.doi.org/10.2304/rcie.2009.4.3.262.

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This article deals with issues pertinent to the ‘inclusion’ of Roma/Traveller children and young people in Europe and, in particular, England. It discusses some key issues that pertain to the inclusion of Roma/Traveller groups in society and it critically presents some key policies that have been advanced to tackle educational and social exclusion of these groups. The aim in this article is to explore the impact these approaches have had thus far and to unravel some of the contradictions, inconsistencies and tensions that permeate them. The critical examination of such approaches is principally located within the context of the United Kingdom, but relevant policies and initiatives that have been introduced by supra-national European organisations are also discussed in order to inform the reader about the wider context in relation to the issues many Roma/Traveller groups face. Inclusion does not operate in a vacuum. It is argued that a set of structural and ideological factors that impact on inclusion need to be identified and linked to a renewed and enriched inclusion approach. In fighting exclusion, holistic and sustained approaches are necessary, which cut across social, political, economic and cultural domains and extend well beyond the formal education of one group (the Roma/Travellers).

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8

Cepeda, Joana, Paula Milheiro-Oliveira, and Cândida Abreu. "O que Sabem os Viajantes Portugueses Sobre Malária? Avaliação Pré-Consulta de Medicina de Viagem." Acta Médica Portuguesa 31, no. 12 (December 28, 2018): 714. http://dx.doi.org/10.20344/amp.10656.

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Introduction: The knowledge of transmission, prevention and symptoms of malaria is essential for travellers’ safety. In real life, what do Portuguese travellers know about malaria before a Travel Medicine consultation? How can we, through this consultation, improve their knowledge?Material and Methods: Before an appointment with a specialist in Travel Medicine, 80 adult travellers filled a questionnaire that included demographic aspects, characteristics of the trip and knowledge about malaria. Data were analysed using descriptive statistics and multifactorial variance analysis.Results: The travellers’ ages fell in the range 20 - 80 years, 51% were male and 74% of the travellers had a university degree level of education. For 74% of the travellers, this was the first Travel Medicine consultation. Half of the travellers planed trips lasting no more than 14 days, mainly for tourism. The average percentage of correct answers about malaria given by a traveller was 63%. Travellers who had previously attended a Travel Medicine appointment exhibit a statistically significant difference in knowledge comparing to those who attend Travel Medicine appointment for the first time, and this was more evident in the sample composed of travellers without higher education. The clinical manifestations and prevention had the lowest number of correct answers among the travellers.Discussion: These travellers appear to have good knowledge about malaria but some misconceptions prevail.Conclusion: The Travel Medicine consultation seems important to raise awareness in the population about malaria, particularly for travellers without higher education. The prevention and the recognition of malaria symptoms must be prioritized during Travel Medicine consultations and the information given adapted to the traveller’s characteristics.

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9

D'Arcy, Kate. "Home education, racism and Traveller communities." Race Equality Teaching 33, no. 1 (October 1, 2014): 27–31. http://dx.doi.org/10.18546/ret.33.1.06.

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10

Briain, Tomás O. "Traveller people and the education system." Irish Educational Studies 7, no. 2 (January 1988): 191–207. http://dx.doi.org/10.1080/0332331880070216.

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11

Coombes, Phyllida, Patrick Alan Danaher, and Emilio A. Anteliz. "Traveller Education: Accounts of Good Practice." International Journal of Pedagogies and Learning 1, no. 1 (September 2005): 73–75. http://dx.doi.org/10.1080/18334105.2005.11004484.

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12

Binns, Dennis. "History and growth of traveller education." British Journal of Educational Studies 38, no. 3 (August 1990): 251–58. http://dx.doi.org/10.1080/00071005.1990.9973853.

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13

Mc Ginley, Hannagh, and Elaine Keane. "“The School for the Travellers and the Blacks”: Student and Teacher Perspectives on “Choosing” a Post-Primary School with a High Concentration of Disadvantage." Education Sciences 11, no. 12 (November 30, 2021): 777. http://dx.doi.org/10.3390/educsci11120777.

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Since the formation of the Irish State, the participation and attainment in education of members of the Irish Traveller community have been low. In terms of school-related factors, research points to Travellers perceiving the curriculum as irrelevant, experiencing problematic relationships with peers and teachers, a strong sense of not belonging, and low teacher expectations. This paper draws on the findings of a wider study which explored how an intercultural approach to education was conceptualised and enacted, with particular reference to Travellers, in one urban DEIS (disadvantaged) post-primary school in the West of Ireland (St. Greg’s) with a highly diverse student population. Located in the interpretivist/constructivist paradigm, and informed by critical race theory, an in-depth qualitative case study research design was employed. Data collection involved twenty-eight semi-structured interviews with teacher and student participants, including Traveller and “other” minority ethnic students, as well as White settled Irish students. Data analysis involved several coding stages, and the development of categories. In this paper, we examine one of the categories, the participants’ perceptions of the school as being a school “for the Travellers and the Blacks” and its “reputation” in this regard, as well as the factors impacting the “choice” of the school by different groups of students. Both teacher and student participants were aware of the school’s negative reputation and how this was associated with the socio-demographic composition of its student population. Regarded as the school “for the Travellers and the Blacks”, it was seen as a “tough” school and one in which academic expectations were low. Choosing St. Greg’s was perceived as being related to having a family history of attending the school, not being able to access other schools, and the school providing supports and “freebies”. The findings are discussed in the context of previous research, focusing in particular on critical issues of school socio-demographics, reputation, and choice. The paper concludes with observations about the problematic nature of Ireland’s increasingly segregated schooling system and recommendations about how the education system might better work to include and support Traveller and other minority ethnic students in post-primary education.

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14

Cavaliero, Tamsin. "‘They’re trying to teach them what I can teach them at home, and them not a Traveller!’: Introducing Irish Traveller identity into the curriculum." Social Work and Social Sciences Review 22, no. 1 (September 15, 2020): 83–102. http://dx.doi.org/10.1921/swssr.v22i1.1504.

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This paper documents research that investigated Irish Traveller women’s experiences of education within the context of a rapidly changing society. The paper discusses the methodological approaches chosen by the researcher in order to support research with hard-to-reach populations (Sydor, 2013). The findings detail the complexities surrounding the introduction of Traveller identities into the curriculum. The paper concludes with a discussion of need for a change in practice and understanding which values collaboration between Traveller communities and educational environments thereby benefitting Irish Traveller women who are the key actors in Traveller children accessing education and thereby improving educational outcomes and subsequent life chances.

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15

Jordan, Elizabeth. "Interrupted learning: the Traveller paradigm." Support for Learning 16, no. 3 (August 2001): 128–34. http://dx.doi.org/10.1111/1467-9604.00204.

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16

Nickson, Kathleen, and John Sudbery. "Education social work with a Traveller woman." Journal of Social Work Practice 11, no. 2 (November 1997): 91–102. http://dx.doi.org/10.1080/02650539708415117.

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17

Pazynich, S., A. Ponomariov, and M. Cheremsky. "The Teacher-Traveller." New Collegium 4, no. 109 (November 14, 2022): 3–13. http://dx.doi.org/10.30837/nc.2022.4.03.

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Hryhoriy Skovoroda is eminent Ukrainian teacher-humanist, philosopher, poet, painter and musician. He was born on December 3, 1722 in Poltava province in a Cossack family. Skovoroda graduated from Kyiv-Mohyla Academia. He worked as a teacher of poetry in Pereyaslav Seminary and Kharkiv Collegium. Hryhoriy Skovoroda attempted humanize and democratize authoritarian education system. But him was not allowed to do it. Skovoroda was dismissed. He decides go to the poor people and teach them. Skovoroda taught to be free and to put freedom above power and money. Teacher educated miserable children in goodness and beauty. Skovoroda read poetry for pupils. Сhildren еspecially liked Hryhoriy Skovoroda’s fables. Poet ridiculed vices of society and sang virtues of personality. Skovoroda for children played on pipe and bandura and violin. He sang Ukrainian folk songs about national heroes. Skovoroda opened for poor children a world of knowledge. Pupils leaned seven free arts: music, rhetoric, astronomy, grammar, arithmetic, geometry and dialectics. Skovoroda aspired to educate all-round personalities. Especially much attention spared for creative development of child. Pupils invented fairy-tales, drew, leaned to play on music instruments. The fame about disinterested teacher fast spread throughout Ukraine and beyond. Wherever Hryhoriy Skovoroda went, poor people met him with bread and salt. Не became popular teacher and philosopher. Skovoroda gave for miserable people all his heart and soul. He aspired to give education for all poor people. Hryhoriy Skovoroda reserved many disciples, which became famous personality and continued affair of your teacher. They opened new schools and universities, where taught philosophy of kindness. Hryhoriy Skovoroda is author of poetic and philosophical works. Many of his works became folk works. Schools and universities bear the name of the Ukrainian philosopher and teacher.

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18

Cohn, Jesse S. "Blake's THE MENTAL TRAVELLER." Explicator 58, no. 3 (January 2000): 130–33. http://dx.doi.org/10.1080/00144940009595960.

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19

Carlson, Helena M., and Colette M. Casavant. "Education of Irish Traveller children: Some social issues." Irish Journal of Psychology 16, no. 2 (January 1995): 100–116. http://dx.doi.org/10.1080/03033910.1995.10558048.

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20

Hamilton, Jennifer, Fiona Bloomer, and Michael Potter. "The adequacy of Traveller education in Northern Ireland." Race Ethnicity and Education 15, no. 4 (September 2012): 501–24. http://dx.doi.org/10.1080/13613324.2011.645574.

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21

Padfield, Pauline. "Inclusive Educational Approaches for Gypsy/Traveller Pupils and Their Families: An ‘Urgent Need for Progress’?" Scottish Educational Review 37, no. 2 (March 27, 2005): 127–44. http://dx.doi.org/10.1163/27730840-03702005.

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Drawing upon data from an investigation of the enrolment, attendance and attainment of Gypsy/Traveller school-age learners at Scottish local authority schools, the article discusses issues of identity, fear and contradiction that appear to constrain official attempts to include Gypsy/Traveller pupils within state education. The educational aspirations of Gypsy/Traveller families’ continue to be largely overshadowed by their fears, primarily for their children’s safety in some school settings and by the threat that schooling poses for Traveller cultures and ways of life. Despite official attempts, since the mid 1990s, to provide more flexible educational approaches to include Gypsy/Traveller pupils within mainstream schools the research found that they continue to experience disproportionate educational and social exclusion. Frequently, this is through self-exclusion. The article discusses the lessons that can be learnt from this case study, a study which indicates limited policy and professional success.

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22

Glance, Jonathan C. "Irving's Tales of a Traveller." Explicator 50, no. 1 (October 1991): 13–14. http://dx.doi.org/10.1080/00144940.1991.9938692.

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23

McIntosh, I. B., J. M. Reed, and K. G. Power. "The Impact of Travel Acquired Illness on the World Traveller and Family Doctor and the Need for Pre-Travel Health Education." Scottish Medical Journal 39, no. 2 (April 1994): 40–44. http://dx.doi.org/10.1177/003693309403900203.

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This retrospective study involved a 20% quota, age and sex stratified sample of people over 16 years of age, presenting to a group medical practice over a period of one year (N = 1568). A standardised, computer-scored, self-report questionnaire was administered. The response rate was 98.3%. 42% of respondents had travelled outwith the UK in the previous year. Of those, 42% had become ill whilst abroad. In 20.5% of cases the illness settled without treatment. However, 26% of the patients required consultation with a doctor whilst abroad and 48.4% of those becoming ill required further attention from the family doctor on return home. 5% of ill travellers were admitted to hospital abroad. 8% of all travellers did not have medical insurance cover. A large and significant population of travellers become ill whilst abroad, and travel-acquired illness has a large impact on general practice, with 1 in 5 travellers seeking GP consultation on return home. Improved practice-generated pre-travel health advice might decrease this burden on primary care.

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24

Nathwani, D. "How I Manage the Febrile Returning Traveller." Journal of the Royal College of Physicians of Edinburgh 28, no. 1 (March 1998): 24–33. http://dx.doi.org/10.1177/147827159802800103.

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Abiky, Waleed B. Al. "Gender Role in Saudi Arabian Female High School English Textbooks Traveller 1 and Traveller 2." English Language Teaching 12, no. 4 (March 15, 2019): 96. http://dx.doi.org/10.5539/elt.v12n4p96.

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In an era of rapid and sustainable alterations, Saudi Arabia are now going through transformation in gender roles and opportunities. The current study aimed to investigate the gender roles in the two major English language textbooks widely used by Saudi female high school students, namely Traveller 1 and Traveller 2, which has been taught since 2013. To achieve the study goals, a mixed method was used; Content Analysis and a compiling quantitative data in which the corpus of the two English textbooks were analyzed and frequencies and percentages of gender appearances and activities were also calculated. The major findings of the study are 1) the textbooks contained some obvious gender bias and imbalance; 2) males were predominant whereas females were completely absent or marginalized; 3) females’ pictures and participations in dialogues were very limited; 4) dialogues were largely male-male predominant and were about various topics; 5) males signed to gender roles significantly higher and more aggressive; 6) in contrast, females had weaker roles and never shown as symbolic or even significant social figures.

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26

Convery, Ian, and Vincent O'Brien. "Gypsy-Traveller narratives: Making sense of place." Narrative Inquiry 22, no. 2 (December 31, 2012): 332–47. http://dx.doi.org/10.1075/ni.22.2.07con.

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Using a co-ethnographic approach to focus on one person’s story, we explore how a sense of place may be evident in self constructed Gypsy-Traveller identity and narrative. Mary’s recounting of her experiences of living and growing up in the Caldewgate district of Carlisle (UK) illustrates the place of family relations as a key element of Gypsy-Traveller self identity and suggests, we believe, the centrality of family and internal relationships as a strong feature in the construction of personal notions and narratives of place for Gypsy-Traveller people.

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Aljouei, Khawlah F., and Yasser A. Alsuhaibani. "Evaluating Traveller English Textbook Series From Saudi Secondary School EFL Teachers’ Perspectives." English Language Teaching 11, no. 12 (November 20, 2018): 138. http://dx.doi.org/10.5539/elt.v11n12p138.

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The aim of this study is to evaluate the Traveller textbook series from teachers’ perspectives. Areas of evaluation are the textbooks’ activities, skills, and appropriateness. The study implemented a mixed-methods approach using two instruments: content analysis, and questionnaire. The data collection of the content is carried out by analyzing the content of the six textbooks, from Traveller 1 to Traveller 6; the questionnaire themes were used for the content analysis. 94 teachers responded the questionnaire. The results show that textbook is effective according to the layout, accessibility, activities and skills but teachers hold mixed perspectives regarding its appropriateness. Moreover, results revealed that there might be an association between the teachers’ attitudes and the teachers’ training and class size.

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28

Chuchu, Tinashe. "Technology as an Emerging Educational Tool for Tourism Information Sourcing: A Content Analysis 2006 to 2018." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 7, no. 2 (June 21, 2019): 49. http://dx.doi.org/10.3991/ijes.v7i2.10772.

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Emerging technologies present an increasing assortment of approaches to support and enrich learning environments. The purpose of this study was there-fore to investigate the impact of technology as an educational tool for tourism in-formation. Based on content analysis a total of 22 studies on technology and tourism published over a 12 year period from 2006 and 2018 were examined, systematically presented and discussed. The presented study was qualitative in nature. It highlighted the extent to which travellers have embraced technology for tourism information searches and sources. Recurring trends based on review of literature were identified. Two main themes were observed, first, being technolo-gy in tourism education and second, being the use of user-generated content in tourism. In conclusion it can be established that learning about travel and tourism through social media was not only for travellers who depend on tourism information but also tourism companies who depend on traveller re-views and marketing promotions for their facilities.

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NUGENT, MARY. "Teaching our Traveller children to read: an action research project." Support for Learning 25, no. 2 (May 2010): 55–62. http://dx.doi.org/10.1111/j.1467-9604.2010.01441.x.

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30

Knipe, Damian, and Geraldine Magennis. "Arts-Based Approaches to Studying Traveller Children’s Educational Experiences." Art/Research International: A Transdisciplinary Journal 3, no. 2 (September 15, 2018): 20–47. http://dx.doi.org/10.18432/ari29377.

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In this article, we present ideas on how arts-based methods can be applied to conducting research with a minority ethnic group (i.e., Traveller children) and offer ways to analyse data. We refer to the culture of Traveller children, report statistics on their educational performance and refer to recent research in Northern Ireland on their disengagement from compulsory post-primary (11-16 years old) education. We look through the lens of Bronfenbrenner’s ecological systems theory and consider a re-think of the approach typically used in research to tap into Traveller children’s educational experiences. We offer a brief summary of the principles of arts-based research, outlining the theoretical underpinnings of supporters who argue for its use in educational research settings. We elaborate on three arts-based research methods as options in the design of conducting research with Traveller children and offer advice on associated ethical issues. In exploring methods of analysis, we refer to the types of data and suggest a content and thematic analytical approach to interpret the data. In conclusion, we reiterate the importance of offering these culturally responsive means to engage with this minority ethnic group.

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Cognard, Gaëtan. "The rainbow shamrock." Hungarian Educational Research Journal 12, no. 1 (March 24, 2022): 52–64. http://dx.doi.org/10.1556/063.2021.00087.

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Abstract This article focuses on article 28 (right to education), article 29 (goals of education) and article 30 (children from minority or indigenous groups) of the United Nations Convention on the Rights of the Child (UNCRC) and their implementation in the several national policies of Western Europe, especially the UK and Ireland, and to a lesser extent, France. The present research looked more particularly into the situation of children from two communities: Gypsy, Roma and Travellers (referred to as GRT) and Irish Travellers. Although they are from different backgrounds, the analysis proved relevant because of the bridges that exist between their cultures and lifestyles, and because of their minority status within larger dominant communities, placing their children in the frontline of the UNCRC battle. The text of the UNCRC itself was a starting point. The research was mainly based on a series of reports from governments, from organizations such as the Traveller Movement, on articles from newspapers, and testimonies from GRT children and Irish Travellers. The results showed that the implementation of articles 28 to 30 of the UNCRC was being by and large slowly carried out by the countries under study. Yet, national disparities were evident. Also, their national policies revealed different contexts. Ireland seemed to be paving the way for the inclusion of minorities within the educational system.

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32

Derrington, Chris. "The needs of Traveller pupils – current practice in initial teacher education." Race Equality Teaching 24, no. 1 (January 1, 2006): 47–50. http://dx.doi.org/10.18546/ret.24.1.12.

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33

Jóźwiak, Gabriella. "Head teachers for children on the move." Children and Young People Now 2014, no. 18 (September 2, 2014): 25–27. http://dx.doi.org/10.12968/cypn.2014.18.25.

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Gypsy, Roma and Traveller children can find it harder to achieve at school. Gabriella Jóźwiak reports on a scheme that saw councils employ virtual head teachers to help improve education for this group

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34

McDonagh, Chelsea, and Joana Fonseca. "The minority within the minority: The survival strategies of Gypsy and Traveller students in Higher Education." International Journal of Roma Studies 4, no. 2 (July 16, 2022): 150–71. http://dx.doi.org/10.17583/ijrs.10344.

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In recent years, there has been an increased focus on the barriers faced by Gypsies and Travellers in accessing Higher Education (e.g. Clark, 2004; Mulcahy, Baars, Bowen-Viner and Menzies, 2017; Darcy and Galloway, 2018). This follows decades of research on the attitudes, barriers and experiences of pupils in compulsory education (e.g., Bhopal, 2004; Levinson, 2007, 2014; Hamilton, 2016). However, there is still a lack of research exploring the trajectories of students within Higher Education. Clearly, the barriers that inhibit students’ success at primary and secondary school go some way in explaining the underrepresentation in Higher Education but there is still a lack of understanding of how these students experience Higher Education and the survival strategies they use to strive in such an environment. In an attempt to address this knowledge gap, this research draws attention to the stories of students who have succeeded in such educational environment. Using in-depth interviews, we attempted to explore how Gypsy and Traveler students have sustained positive participation during their time in Higher Education and identify the factors that contributed to their success. The results show that students often experienced discrimination and othering in Higher Education Institutions that often resulted in a sense of displacement as students learned to navigate through not only the institutions but their own identities. Playing white, finding a sense of purpose and focus on their studies were the main surviving strategies identified within the individuals studied.

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Malone, Kevin M., Seamus G. McGuinness, Eimear Cleary, Janis Jefferies, Christabel Owens, and Cecily C. Kelleher. "Lived Lives: A Pavee Perspective. An arts-science community intervention around suicide in an indigenous ethnic minority." Wellcome Open Research 2 (April 13, 2017): 27. http://dx.doi.org/10.12688/wellcomeopenres.11330.1.

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Background: Suicide is a significant public health concern, which impacts on health outcomes. Few suicide research studies have been interdisciplinary. We combined a psychobiographical autopsy with a visual arts autopsy, in which families donated stories, images and objects associated with the lived life of a loved one lost to suicide. From this interdisciplinary research platform, a mediated exhibition was created (Lived Lives) with artist, scientist and families, co-curated by communities, facilitating dialogue, response and public action around suicide prevention. Indigenous ethnic minorities (IEMs) bear a significant increased risk for suicide. Irish Travellers are an IEM with social and cultural parallels with IEMs internationally, experiencing racism, discrimination, and poor health outcomes including elevated suicide rates (SMR 6.6). Methods: An adjusted Lived Lives exhibition, Lived Lives: A Pavee Perspective manifested in Pavee Point, the national Traveller and Roma Centre. The project was evaluated by the Travelling Community as to how it related to suicide in their community, how it has shaped their understanding of suicide and its impacts, and its relevance to other socio-cultural contexts, nationally and internationally. The project also obtained feedback from all relevant stakeholders. Evaluation was carried out by an international visual arts research advisor and an independent observer from the field of suicide research. Results: Outputs included an arts-science mediated exhibition with reference to elevated Irish Traveller suicide rates. Digital online learning materials about suicide and its aftermath among Irish Travellers were also produced. The project reached its target audience, with a high level of engagement from members of the Travelling Community. Discussion: The Lived Lives methodology navigated the societal barriers of stigma and silence to foster communication and engagement, working with cultural values, consistent with an adapted intervention. Feedback from this project can inform awareness, health promotion, education and interventions around suicide and its aftermath in IEMs.

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Myers, Martin, and Kalwant Bhopal. "GYPSY, ROMA AND TRAVELLER CHILDREN IN SCHOOLS: UNDERSTANDINGS OF COMMUNITY AND SAFETY." British Journal of Educational Studies 57, no. 4 (December 2009): 417–34. http://dx.doi.org/10.1111/j.1467-8527.2009.00442.x.

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Brady, Anne-Marie, and Brian Keogh. "An evaluation of asthma education project targeting the Traveller and Roma community." Health Education Journal 75, no. 4 (July 29, 2015): 396–408. http://dx.doi.org/10.1177/0017896915592655.

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McGraw, Caroline. "An evaluation of asthma education project targeting the Traveller and Roma community." Primary Health Care 25, no. 10 (November 27, 2015): 16. http://dx.doi.org/10.7748/phc.25.10.16.s26.

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Bowen, Paul. "English canal-boat children and the education issue 1900-1940: towards a concept of traveller education?" History of Education 30, no. 4 (July 2001): 359–78. http://dx.doi.org/10.1080/00467600110042252.

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Berger, Jérôme, Marie-José Barbalat, Vanessa Pavón Clément, Blaise Genton, and Olivier Bugnon. "Multidisciplinary Collaboration between a Community Pharmacy and a Travel Clinic in a Swiss University Primary Care and Public Health Centre." Pharmacy 6, no. 4 (December 5, 2018): 126. http://dx.doi.org/10.3390/pharmacy6040126.

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This review is a narrative description of a collaboration between a travel clinic and a community pharmacy centre within a university primary care and public health centre (Lausanne/Switzerland). Pharmacists and pharmacy technicians participate in this collaboration to provide 1. counselling and clinical activities with travellers (e.g., pre-travel consultations and advice to travellers), 2. clinical pharmacy expertise and medicine information services (e.g., selection of an appropriate antimalarial medication for a traveller to manage of drug-drug interactions), 3. technical and logistical activities related to medicines and vaccines (e.g., management of vaccine shortages and specially imported medicines and vaccines from foreign countries) and 4. educational activities (e.g., undergraduate pharmacy teaching and continuous education to community pharmacists). Such a multidisciplinary collaboration should be encouraged as it enables us to address the evolution and challenges of travel medicine related to medication, such as growing vaccine shortages and an increasing number of chronic patients who travel. This review may be used as a model for the dissemination of such collaborative practices, to develop future advanced teaching and training activities, to provide a framework for research related to travel and medicines and to participate in the evaluation of vaccination practices by community pharmacists.

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Cemlyn, Sarah, and Margaret Greenfields. "Challenges to promoting racial equality in education for Gypsy and Traveller young people." Race Equality Teaching 29, no. 1 (January 1, 2011): 24–30. http://dx.doi.org/10.18546/ret.29.1.07.

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Howes, Andy. "Book Review: The Education of Gypsy and Traveller Children: Towards Inclusion and Educational Achievement." Improving Schools 8, no. 1 (March 2005): 97. http://dx.doi.org/10.1177/1365480205052926.

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Derrington, Chris. "Perceptions of behaviour and patterns of exclusion: Gypsy Traveller students in English secondary schools." Journal of Research in Special Educational Needs 5, no. 2 (June 2005): 55–61. http://dx.doi.org/10.1111/j.1471-3802.2005.00042.x.

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O’Sullivan, Carmel, Jacqueline Maguire, Nóirín Hayes, Seoidín O’Sullivan, Lucie Corcoran, and Grainne McKenna. "The wonder project: an early years arts education project with Traveller mothers and their children." European Early Childhood Education Research Journal 26, no. 5 (September 3, 2018): 780–806. http://dx.doi.org/10.1080/1350293x.2018.1522773.

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Cudworth, David. "The Radical Difference of Nomadism: Inclusive Education and the Exclusions of Gypsy/Traveller Children." International Journal of Interdisciplinary Social Sciences: Annual Review 4, no. 5 (2009): 243–54. http://dx.doi.org/10.18848/1833-1882/cgp/v04i05/52913.

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Gill, Dónal. "Travel as Education: Gulliver the Traveller and the Potential Corruptions of Seeking Betterment Abroad." Lumen: Selected Proceedings from the Canadian Society for Eighteenth-Century Studies 39 (2020): 239. http://dx.doi.org/10.7202/1069411ar.

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Myers, Martin, Derek McGhee, and Kalwant Bhopal. "At the crossroads: Gypsy and Traveller parents’ perceptions of education, protection and social change." Race Ethnicity and Education 13, no. 4 (December 2010): 533–48. http://dx.doi.org/10.1080/13613324.2010.492138.

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Helakorpi, Jenni, Sirpa Lappalainen, and Reetta Mietola. "Equality in the Making? Roma and Traveller Minority Policies and Basic Education in Three Nordic Countries." Scandinavian Journal of Educational Research 64, no. 1 (August 21, 2018): 52–69. http://dx.doi.org/10.1080/00313831.2018.1485735.

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Alsulami, Yusuf Ahmad K. "An Evaluation of a Fourth Level English Textbook Used in Secondary Schools in Riyadh City." English Language Teaching 14, no. 2 (February 1, 2021): 68. http://dx.doi.org/10.5539/elt.v14n2p68.

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This paper evaluates a textbook called Traveller 4 that is used in the second grade of secondary schools in Riyadh City, Saudi Arabia, considering its general appearance and design, objectives, content, social and cultural contexts, tasks and activities, and usefulness for developing language skills. The paper also reviews the literature concerning textbook evaluation, referring to various theoretical and empirical studies that have contributed to the field of educational material evaluation. The research used a descriptive research model to assess data regarding the assessment of the English textbook and employed a questionnaire to investigate teachers’ perspectives on a range of related items. The questionnaire targeted high school English teachers in Riyadh city and consisted of 40 items, which were divided into six categories. The instrument used in this study to evaluate Traveller 4 was the ESL Textbook Evaluation Checklist. The findings of this research study revealed important points relating to the characteristics of a good textbook and identified strengths, weaknesses, and opportunities to modify the book. This paper concludes with recommendations for improving the textbook.

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de Groot, Jerome. "Time, Death and Science in Alison Uttley‘s A Traveller in Time." Bulletin of the John Rylands Library 91, no. 1 (March 2015): 45–56. http://dx.doi.org/10.7227/bjrl.91.1.4.

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This article considers the childrens writer Alison Uttley, and, particularly, her engagements with debates regarding science and philosophy. Uttley is a well-known childrens author, most famous for writing the Little Grey Rabbit series (1929–75), but very little critical attention has been paid to her. She is also an important alumna of the University of Manchester, the second woman to graduate in Physics (1907). In particular, the article looks at her novel A Traveller in Time through the lens of her thinking on time, ethics, history and science. The article draws on manuscripts in the collection of the John Rylands Library to argue that Uttley‘s version of history and time-travel was deeply indebted to her scientific education and her friendship with the Australian philosopher Samuel Alexander.

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