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PhD project on services for Roma communities. Apply now!

- News

The Northumbria University Newcastle seeks candidates to their PhD project titled “Exploring interventions to tackle service provider discrimination against Roma, Gypsy and Traveller Communities”.

Health inequalities and lack of services hit Roma and Travellers disproportionately. According to the Roma Health Report of the European Union (2014), the Roma population has considerably shorter life expectancy compared to the non-Roma population. When it’s about education, only one Romani child in two goes to kindergarten.

To address consistent disparities in the access to services like education and care, The Northumbria University Newcastle is sponsoring a new PhD project. The PhD “will explore how models of service provider education can best be developed and implemented, in order to reduce discrimination and increase service access for Roma, Gypsy and Traveller Communities. Using a collective case study design, encompassing the perspectives of professionals and community members, it aims to collate learning from existing equality and diversity training initiatives.”

The deadline for applications is Friday 25 January 2019.

Find more details here.

 

Village in Slovakia as an example of Roma integration in the NYT

- News

We are happy to hear that one of the villages we are working with has been mentioned by the New York Times as an example of Roma integration.

“The children know each other in school, so they play together,” an interviewee said. And “we sometimes sit together, Slovaks and Roma, when we are at the pub together.”

Roma people like all people are a resource when they are valued and respected. As reported by the New York Times, the village of Spissky Hrhov (Slovakia) has partnered with the Roma community to create positive change.

In Spissky Hrhov, we are working to create a TOY for Inclusion library together with the Wide Open Academy, the pre-primary and primary school.

Read the article here.

Roma children’s education in Italy: from ‘gypsy pedagogy’ to innovative educational practices

- News
Luca Bravi, Historian, University of Florence

The ‘gypsy pedagogy’, which in the last half century has hindered all pedagogic actions directed at Romani children in Italy, marks a sad era that we must overcome. This is the conclusion reached by “The Roma child: from gypsy pedagogy to innovative educational practices” conference, held in Sesto Fiorentino, Italy, on May 19-20. The event was held by REYN Italy and in collaboration with other associations, and saw the attendance of about 60 participants.

Luca Bravi, Historian at the University of Florence, presented an important report. He highlighted the red thread linking the extermination of Roma families in Auschwitz and the “re-educative” approach conceived by some Italian pedagogues in the 1960s, which was then applied by institutional bodies and private social organizations in the 1980s. The “nomadic camps” and the “separated classes” represented discriminatory practices that have always considered the Roma child as a different child: coming from a distant culture and with an IQ below the norm.

“We cannot build new inclusion policies without having the deep knowledge and awareness of the history of “re-education” towards Roma people in Italy,” Mr. Bravi concluded.

Separated pedagogical approaches are still in use in different parts of Italy. Often they are difficult to recognize and criticize because they are disguised in practices that retain the label or the idea of ​​inclusion, but they always end up structuring around the theme of ghettoization.

It is no coincidence that still today in the guidelines of the Minister of Education, Research and the University, the Roma child is presented as “little inclined to pay attention to the anonymous and abstract speech addressed by the teacher to the entire class.”  For this reason, the Ministry recommends that “working with Roma, Sinti and Traveler students and families, requires a great deal of flexibility and willingness to set specific and personalized learning paths.”

All this has been proven wrong by the twelve stories of Roma children presented during the conference, which from North to South and from East to West of Italy, demonstrate the importance of a change of approach by operating a profound discontinuity with the past.

Today, those Roma boys and girls who attend Italian universities are no longer an exception. This has been possible because innovative approaches and non-segregating policies have prevailed.

The Formula? Putting the child at the center and working with parents; fostering an integrated approach targeting the whole class and not the children from Roma origins exclusively; supporting the family with parenting guidance and housing. The prospects opened in Sesto Fiorentino have been many and exciting. Once again, most likely, the problem is not represented by the 28,000 Roma living in the outskirts of the Italian metropolis (only 0.05% of the majority population) but by a culture, ours, heavily impregnated with prejudices and fears. That’s what we have to start addressing again.

Written by Carlo Stasolla,  president of Associazione 21 Luglio, REYN member in Italy.

Read more about the event on REYN Italy’s blog here.

Making positive change for children sustainable

- Blog | Stanislav Daniel

The creation of the Ready Set Go! project in Romania has supported over a thousand young Romani children and their families. However, as the funding is ending, the future of the project is in doubt. On the occasion of the International Roma Day on April 8, 2017, the Romani Early Years Network (REYN), the European Public Health Alliance (EPHA) organized a roundtable discussion in Brussels to discuss the future of similar projects. The event hosted by the European Foundation Centre’s (EFC) Forum for Roma Inclusion highlighted the benefits of pilot actions and identified additional ways to bring European Union policies closer to Romani children, to make the changes more sustainable.

Apart from few evocative photos, there is not much you can find about Gălbinași online, particularly if you do not speak Romanian. The village of a few thousand inhabitants is one-hour’s drive south-east of Bucharest. Not much has happened recently in the town, apart from the reopening of the recently renovated kindergarten and the quality services being provided by trained staff there, including Roma parents, as a result.

The locals tell us that Gălbinași has around sixty children of preschool age, vast majority of them Roma. Only twenty are lucky enough to get the chance to attend the reconstructed kindergarten. Originally built almost a century before and almost falling down until two years ago, the building has now become the center of social life for Gălbinași’s youngest citizens and their families. While currently the kindergarten is ethnically homogeneous, plans for more integrated services are currently discussed.

The Gălbinași kindergarten was one of fourteen new kindergartens built in eleven localities and six Romanian counties, where vast majority of children are Roma. The kindergartens and linked services (e.g. the toy library, reading corners and more) were established thanks to the Ready Set Go! project, organized by the Roma Education Fund (REF) Romania with partners and the support of the Norway Grants. Over a thousand young children and their parents have benefited from the project. However, after 29 months, the project funding is ending.

Records have been kept on the number of children and parents involved, the children’s attendance, the toys used by the children in the toy library and much more. Although it is perhaps too early to evaluate the impact of the kindergarten on the children’s educational achievements, their parents, knowing their own children the best, have already seen a clear boost in their development.

However there are many uncertainties about the future. Municipalities wonder how they can maintain the kindergarten and its services from their own budget. Local coordinators wonder if they should think about how to reach out to more children. Can the organizers of the project persuade the government to take it as a model and include it in the state budget?

What can the EU do to improve early childhood development?

At the European level, Roma and pro-Roma civil society is seeking support in Brussels for increased attention to early childhood development. Recently, REYN, EFC and EPHA joined forces to coordinate efforts to look closer into the situation of young Romani children in Europe.

On April 10, on International Roma Day, we organized the first joint roundtable meeting with other nongovernmental organizations, networks, foundations and representatives of the European Commission. REYN and EPHA made presentations on the policies needed to support of the inclusion of Romani children, including the vital importance of early childhood development for Roma health and wellbeing during the whole life, as well as initiating a more thorough discussion focused on the needs of young children and their families.

One of the key policy processes which emerged during the day-long discussion was the comprehensive implementation of the National Roma Integration Strategies (NRIS) by EU Member States, which are believed not to properly reflect children’s specific situation in their policies, even though they were encouraged to do so by the EU. This was also highlighted at the meeting, as the EU carries out the mid-term review of the European Framework of the NRIS, the EU’s vital role in facilitating meaningful change for Roma. The discussions identified the key issue: Romani young children both are not considered in pro-children policies, and young children are not properly focused on within the pro-Roma policies. And to address this, more of grassroots voices need to be heard in Brussels and vice versa.

We at REYN and EPHA not only want to address the deficiencies of policies currently being implemented, but also look into the future. Together, we will work towards the development of sustainable systems, where all children including Roma and Travellers, have access to quality early childhood services. Together, we will make sure that governments understand the benefits and do not limit their initiatives only to kindergartens or preparatory classes. With health actors we will promote health as an inseparable component of early childhood development.

We call upon philanthropy to become more active in the area of the early childhood development of Romani and Traveller children, as it is too often overlooked despite being crucial for Roma inclusion. And we call upon you to work with us to make sure there are no more lost Romani and Traveller generations. Follow the channels of Romani Early Years Network, we will bring more.

#HumanRightsDay: End School Segregation for Romani children.

- News

 The 80-percent-in-poverty figure that dominated most of the media headlines about recent Roma survey conducted by the Fundamental Rights Agency (FRA). Clearly the share of Roma families at risk of poverty is striking, but is it really the most concerning finding of the study?

 

Children at an International Step by Step school in Romania. (ISSA/John McConnico)

Last week we wrote about the FRA findings, sharing our concerns also about extremely low preschool attendance of young Romani children. A number of other findings are disturbing in the study as well. If every third Romani person lives in a household without running water, is it not upsetting how many children grow up in this environment? From the available information however, it is clear that most of Romani population, including families with young children are facing a combination of factors making their lives harder.

With high levels of segregation at schools starting early in life, most Romani children do not even get to know different living conditions. In Slovakia, where the situation is the worst: 22% of Romani children go to schools where all of their classmates are Roma, 40% pupils attend schools where most of classmates are Roma and 38% go to classes where some are Roma. None of the children in surveyed households go to schools where none of their classmates are Roma.

romani_segregation_schools_statsSegregated education is often associated with lower quality, but its social impacts make it much worse. Not only the Romani children get low quality education, but they also learn to live in a parallel world. In their world, most people are Roma. In their world, 80% of people are at risk of poverty. In their world, every third person lives in a household without tap water.

And there is little to no reason to hope that the non-Romani classmates, where classes have some, are living in very different world. Most possibly their parents cannot afford to bring them to different schools. So while different in some aspects, in many their living conditions and family background are not too different.

In many countries we have witnessed anti-Roma demonstrations and the online world is full of anti-Roma hate. Children are not excluded from being targets racist hatred and it starts when young children are taught that Roma are not part of their society. That is the power of segregation.

Tomorrow is #HumanRightsDay. Help us shouting out loud that all children have the right not to live segregated. Roma children too.

Tweet and post: End school segregation for #Romani children! Don’t let them grow up in a parallel world #HumanRightsDay http://reyn.eu/news_posts/humanrightsday-end-school-segregation-for-romani-children/

Only parents can beat segregation

- Blog | Stanislav Daniel

On the 6 month anniversary of the birth of his son, Stanislav Daniel Junior, REYN Co-ordinator, Stanislav Daniel reflects on what it means to be a parent standing up for your rights.

 

A year ago we published a blog post about the legacy of D.H. and Others v. the Czech Republic, the case that brought the segregation of Romani children on to the international agenda. On November 13, another anniversary will pass and another cohort of young Romani children in the Czech Republic, and elsewhere, will start their schooling in segregated schools, learning from their very young age that, because of their ethnicity, they will be put on a different track: a slower one.

Nine years have passed since the judgment of the European Court of Human Rights. Since then, Court rulings on segregation of Romani children have been issued against Greece, Croatia and Hungary.  A number of domestic courts, for instance in Slovakia, put segregation outside of the legislative framework. For years, civil society organizations and international institutions have been pushing for the implementation of these judgments. Recently, the European Commission joined in these efforts and started infringement proceedings against the Czech Republic, Hungary and Slovakia for segregating Romani children.

Reading through the 2007 judgment, a lot of attention was given to the role of parents who consented and sometimes even requested their children to be enrolled into segregated school. Their reasons for doing so included avoiding abuse from non-Romani children, keeping the children from the neighborhood together, but sometimes – even if not explicitly – lack of interest in education. But should they to be blamed?  In the atmosphere of omnipresent discrimination preventing even qualified Roma from getting adequate jobs?  Frustration, not tradition, stood behind their decisions.

But as long as we admit that segregation is rational, the cycle of poverty and exclusion will not be broken. In most countries, parental consent is required to place a child into a particular school. Simply put – if parents do not agree with segregated school, they can object and schools or any other authority should not push them. Most of the issues, also those listed above, can be addressed if parents get organized and demand their rights, for their children and for themselves. As hard as it may be, we must stand up and reject discrimination in all its forms.

On the day that I write this blog, my son turned 6 months old. Today, I do not write as coordinator of Romani Early Years Network, but as a father who wants the best for his child. I refuse to believe that other Romani parents do not want the same and we need to demand it now. If we are afraid that our children will be discriminated at schools, we should address discrimination, not take our children to low-quality segregated schools.

As an activist, I have spent years in advocating for better living conditions for Roma, particularly young children and their families. But being a father brings a different perspective to my approach. Strategies and action plans may provide us with a framework for doing the right thing. Strategies and action plans may provide us with framework for inclusion. But we need to insist on inclusion in the first place. And we can only do it if we always ask for nothing less than the best for our children. Be it quality early childhood services, inclusive primary schools, high schools developing their talents or colleges increasing their chances to turn their talents into a living.

Let’s invest in young children, they will pay us back.

The letter adventure: Learning to read is fun!

- Blog | Noeleen OHara

boy Aventura worksheetHe is 10 years old and smiling proudly: ‘I can read!’  He has just read his first reading card. The card consists of a short story made up of a few simple sentences. This is enough to give him the experience of reading and the motivation to learn more letters in order to read more. How beautiful to see children developing reading skills, children who thought they would never be able to learn to read at all, especially when they have been part of a class in which most of the others learned to read more easily.

To teach children to read and write in a class with different levels of competency is not easy, especially when most of them have difficulties with concentration for various reasons. In the educational program of the Association Laleaua in Tarnaveni, Romania, Roma children who attend the local primary school get daily remedial lessons after school hours. In 2009 the teachers at Laleaua struggled with the question: ‘How can we help the Roma children who attend our program to learn to read and write in the most efficient and successful way?’ They realized that lessons should be manageable for the children – not too difficult – that a considerable amount of repetition was needed for reinforcement, and that progression through the lessons should be paced for each individual child. A safe environment would be helpful to reduce fear of failure.  Based on these principles, key elements for their proposed way of teaching were:

  • immediate results by enabling children to read simple sentences
  • using stories from the children’s’ own life and environmenttwo boys worksheet
  • individual progress records
  • opportunities for repetition as needed

After starting to write the curriculum and teaching with it, the teachers were motivated to develop it further when they saw how the children were genuinely enjoying reading and writing. As familiar pictures and words from their own environment were used, the children were able to relate to what was taught.  For example, one of the words used is ‘mac’ (Romanian for ‘corn poppy’). A boy who had learned this word, came to the program the following day with a corn poppy in his hand: ‘Look what I found!’

The new curriculum is called Aventura Literelor, ‘The Letter Adventure’. An important guiding principle is: to give children experiences of success in accomplishing a task will lead to competence. Some of the children in the program learned more than the teachers first anticipated and were able to read simple children’s books. There are also some children who make little progress even after years of working with this curriculum. Maybe they will never become fluent readers and writers, but doing the exercises and being part of the class does increase their skills and they will know that it is okay to learn in their own tempo.

Jorine Steen, July 2016.

For more information, write to jorinesteen@hotmail.com or henk.zijl@yahoo.com

 

Aventura small