Bhopal, Kalwant and Myers, Martin
(2009).
| DOI (Digital Object Identifier) Link: | https://doi.org/10.1080/13603110701748403 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
This paper examines inclusionary processes and examples of 'good practice' in primary and secondary schools for Gypsy, Roma and Traveller pupils in one inner London Borough in the UK. It will explore the role of the Traveller Education Service (TES) and argue that the support provided by the TES to schools is essential for the development of 'good practice', but at the same time it stresses that the TES is not a substitute for the school's educational and welfare responsibilities. The paper will also argue that the commitment of the head teacher and senior management team to the inclusive ethos of the school is crucial in setting the tone of the school towards positive treatment of Gypsy, Roma and Traveller pupils. Where an inclusive ethos works successfully it is often the result of a wider social engagement between the school and community. The paper will draw on qualitative interview data with parents, head teachers, deputies, heads of year, teachers, and classroom assistants at the schools.
| Item Type: | Article |
|---|---|
| Copyright Holders: | 2009 Routledge |
| ISSN: | 1360-3116 |
| Academic Unit/School: | Faculty of Arts and Social Sciences (FASS) > History, Religious Studies, Sociology, Social Policy and Criminology Faculty of Arts and Social Sciences (FASS) |
| Interdisciplinary Research Centre: | Centre for Citizenship, Identities and Governance (CCIG) |
| Item ID: | 19369 |
| Depositing User: | Martin Myers |
| Date Deposited: | 05 Jan 2010 09:28 |
| Last Modified: | 04 Oct 2016 10:31 |
| URI: | http://oro.open.ac.uk/id/eprint/19369 |
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