The Transition of Roma Children Into School: Working Relationally Across Cultural Boundaries in Spain

Abstract

From a cultural-historical perspective, human development is the product of participation in cultural practices that have historically been constructed within the framework of institutions such as the family and the school. Across these practices, there is always some type of discontinuity which must be addressed and overcome (Hedegaard, 2005; Rogoff, 1993, 2003). However, when the cultural framework of the family is far removed from that of the school, as is the case among certain ethnic minorities or immigrant populations, the discontinuities between the two scenarios may be very significant, and hence acceptance of the rationale for school tasks and achievement of a successful transition may be both arduous and protracted (Greenfield and Cocking, 1994; Poveda, 2001).

Therefore, schools, seeking the inclusion of members of minority groups such as Roma communities, must start from an awareness of the concerns and priorities of this cultural group in order to design interventions that will facilitate their transition between scenarios and to promote dialogue in this respect. A better understanding of this community’s socializing practices and of other forms of behaviour would help teachers and education managers understand the difficulties sometimes encountered in ensuring school attendance....