Though the case of D.H. and Others v. the Czech Republic was the first European litigative decision that highlighted the problem of school segregation of Roma children, little to no policies have been implemented by the Czech Republic to remedy the problem. National policies have shown to be ambiguous in nature, with their application diluted and ineffective. In order to examine the process of desegregation after D.H., a study on the local level must be conducted. The town of Krnov has been considered as an example of "good practice" when it comes to the desegregation of its primary schools and integration of Roma students. This study seeks to examine the perceptions of primary school teachers towards their Roma students in the context of desegregation and inclusion practice to determine, through the lens of critical race theory, if and how such perceptions may be reflected in the policy initiatives for integration and inclusion on the local level.
The experiences of the Roma in Europe and African Americans in the United States have been paralleled due to their similar histories of slavery, ongoing discrimination in their respective countries, and in their attempt to utilize litigation to instill social change. Critical race theory, as an American theory, was first applied in the context of black-white race relations in the country, emphasizing the presence of race and racism in all aspects of society. Similarities in the Roma and Black American experiences demonstrate the theory's potential in being applied to the European context with Roma.
In order to examine the perceptions of primary school teachers towards their Roma students in the context of desegregation and inclusion, semi-structured interviews were conducted at all four schools in Krnov, with informal conversations with administrators and tutors. With critical race theory as the guiding framework, the responses were analyzed to determine the extent to which teachers' perceptions reflect inclusive policy initiatives.
Annotation in English
Though the case of D.H. and Others v. the Czech Republic was the first European litigative decision that highlighted the problem of school segregation of Roma children, little to no policies have been implemented by the Czech Republic to remedy the problem. National policies have shown to be ambiguous in nature, with their application diluted and ineffective. In order to examine the process of desegregation after D.H., a study on the local level must be conducted. The town of Krnov has been considered as an example of "good practice" when it comes to the desegregation of its primary schools and integration of Roma students. This study seeks to examine the perceptions of primary school teachers towards their Roma students in the context of desegregation and inclusion practice to determine, through the lens of critical race theory, if and how such perceptions may be reflected in the policy initiatives for integration and inclusion on the local level.
The experiences of the Roma in Europe and African Americans in the United States have been paralleled due to their similar histories of slavery, ongoing discrimination in their respective countries, and in their attempt to utilize litigation to instill social change. Critical race theory, as an American theory, was first applied in the context of black-white race relations in the country, emphasizing the presence of race and racism in all aspects of society. Similarities in the Roma and Black American experiences demonstrate the theory's potential in being applied to the European context with Roma.
In order to examine the perceptions of primary school teachers towards their Roma students in the context of desegregation and inclusion, semi-structured interviews were conducted at all four schools in Krnov, with informal conversations with administrators and tutors. With critical race theory as the guiding framework, the responses were analyzed to determine the extent to which teachers' perceptions reflect inclusive policy initiatives.
Keywords
Roma, Roma Inclusion, School Desegregation, School Integration, Teacher Perceptions, Critical Race Theory,
Policy Practice, Czech Republic
Keywords in English
Roma, Roma Inclusion, School Desegregation, School Integration, Teacher Perceptions, Critical Race Theory,
Policy Practice, Czech Republic
Length of the covering note
105 p, 26p Table app.
Language
AN
Annotation
Though the case of D.H. and Others v. the Czech Republic was the first European litigative decision that highlighted the problem of school segregation of Roma children, little to no policies have been implemented by the Czech Republic to remedy the problem. National policies have shown to be ambiguous in nature, with their application diluted and ineffective. In order to examine the process of desegregation after D.H., a study on the local level must be conducted. The town of Krnov has been considered as an example of "good practice" when it comes to the desegregation of its primary schools and integration of Roma students. This study seeks to examine the perceptions of primary school teachers towards their Roma students in the context of desegregation and inclusion practice to determine, through the lens of critical race theory, if and how such perceptions may be reflected in the policy initiatives for integration and inclusion on the local level.
The experiences of the Roma in Europe and African Americans in the United States have been paralleled due to their similar histories of slavery, ongoing discrimination in their respective countries, and in their attempt to utilize litigation to instill social change. Critical race theory, as an American theory, was first applied in the context of black-white race relations in the country, emphasizing the presence of race and racism in all aspects of society. Similarities in the Roma and Black American experiences demonstrate the theory's potential in being applied to the European context with Roma.
In order to examine the perceptions of primary school teachers towards their Roma students in the context of desegregation and inclusion, semi-structured interviews were conducted at all four schools in Krnov, with informal conversations with administrators and tutors. With critical race theory as the guiding framework, the responses were analyzed to determine the extent to which teachers' perceptions reflect inclusive policy initiatives.
Annotation in English
Though the case of D.H. and Others v. the Czech Republic was the first European litigative decision that highlighted the problem of school segregation of Roma children, little to no policies have been implemented by the Czech Republic to remedy the problem. National policies have shown to be ambiguous in nature, with their application diluted and ineffective. In order to examine the process of desegregation after D.H., a study on the local level must be conducted. The town of Krnov has been considered as an example of "good practice" when it comes to the desegregation of its primary schools and integration of Roma students. This study seeks to examine the perceptions of primary school teachers towards their Roma students in the context of desegregation and inclusion practice to determine, through the lens of critical race theory, if and how such perceptions may be reflected in the policy initiatives for integration and inclusion on the local level.
The experiences of the Roma in Europe and African Americans in the United States have been paralleled due to their similar histories of slavery, ongoing discrimination in their respective countries, and in their attempt to utilize litigation to instill social change. Critical race theory, as an American theory, was first applied in the context of black-white race relations in the country, emphasizing the presence of race and racism in all aspects of society. Similarities in the Roma and Black American experiences demonstrate the theory's potential in being applied to the European context with Roma.
In order to examine the perceptions of primary school teachers towards their Roma students in the context of desegregation and inclusion, semi-structured interviews were conducted at all four schools in Krnov, with informal conversations with administrators and tutors. With critical race theory as the guiding framework, the responses were analyzed to determine the extent to which teachers' perceptions reflect inclusive policy initiatives.
Keywords
Roma, Roma Inclusion, School Desegregation, School Integration, Teacher Perceptions, Critical Race Theory,
Policy Practice, Czech Republic
Keywords in English
Roma, Roma Inclusion, School Desegregation, School Integration, Teacher Perceptions, Critical Race Theory,
Policy Practice, Czech Republic
Research Plan
Deemed by many as the largest ethnic minority in Europe, the Roma have been a part of the human rights discourse for years, highlighting racial and ethnic discrimination in Europe. As European integration is a main principle of the European Union (EU) since its formation, the lack of progress in the treatment and status of the Roma creates challenges. The purpose of this thesis is to provide an in-depth study of school segregation and/or desegregation of Roma children, focusing on the case in the Czech Republic and potentially finding parallels in the African American experience in the United States.
The following was a tentative timeline however given some recent issues will need to be revised, with potential August 1st submission:
15 March Better determine nature of study and its feasability given time and availability of sources; begin writing
1 April Begin collecting data
1 May Finish collecting data, Begin analyzing and finalizing thesis
1 June Submit thesis
**Meetings/Conversations with Supervisor will occur throughout the entire process.
Research Plan
Deemed by many as the largest ethnic minority in Europe, the Roma have been a part of the human rights discourse for years, highlighting racial and ethnic discrimination in Europe. As European integration is a main principle of the European Union (EU) since its formation, the lack of progress in the treatment and status of the Roma creates challenges. The purpose of this thesis is to provide an in-depth study of school segregation and/or desegregation of Roma children, focusing on the case in the Czech Republic and potentially finding parallels in the African American experience in the United States.
The following was a tentative timeline however given some recent issues will need to be revised, with potential August 1st submission:
15 March Better determine nature of study and its feasability given time and availability of sources; begin writing
1 April Begin collecting data
1 May Finish collecting data, Begin analyzing and finalizing thesis
1 June Submit thesis
**Meetings/Conversations with Supervisor will occur throughout the entire process.
Recommended resources
Barnes, Kristen. "Adjudicating Equality: Antidiscrimination Education Jurisprudence in the European Court of Human Rights." Harvard Journal on Racial and Ethnic Justice 33 (2017): 14-60.
Lester, Jessica, Chad Lochmiller and Rachael Gabriel. "Locating and applying critical discourse analysis within education policy." Education Policy Analysis Archives 24, no. 102 (2016): 1-15. Accessed 1 November 2019. doi: 10.14507/epaa.24.2768.
Bonilla-Silva, Eduardo. Racism Without Racists: Color-Blind Racism and the Persistence of Racial Inequality in America. Lanham: Rowman & Littlefield, 2017.
Eliason, Antonia. "With No Deliberate Speed: The Segregation of Roma Children in Europe." Duke Journal of Comparative & International Law 27 (2017): 191-241.
Fuller, Arlan et. al. "Strategies and Tactics to Combat Segregation of Roma Children in Schools." Harvard FXB. 2015. http://www.dare-net.eu/reports/strategies-and-tactics-to-combat-segregation-of-roma-children-in-schools--case-studies-from-romania-croatia-hungary-czech-republic-bulgaria-and-greece/343.
Kirova, Anna and Lori Thorlakson. "Policy, Inclusion, and Education Rights of Roma Children: Challenges and Successes in the EU and North America." Alberta Journal of Educational Research 61, no. 4 (2015): 371-380.
Lauritzen, Solver M. and Tuva S. Nodeland. "'What is the problem represented to be'" Two decades of research on Roma and education in Europe.? Educational Research Review 24 (2018): 148-169.
Parker, Laurence. "Critical Race Theory in Education: Possibilities and Problems." Counterpoints 168 (2003): 184-198. Accessed 14 November 2019.
Rostas, Iulius and Joanna Kostka. "Structural Dimensions of Roma School Desegregation Policies in Central and Eastern Europe." European Educational Research Journal 13, no. 3 (2014):268-281. https://doi.org/10.2304/eerj.2014.13.3.268.
Recommended resources
Barnes, Kristen. "Adjudicating Equality: Antidiscrimination Education Jurisprudence in the European Court of Human Rights." Harvard Journal on Racial and Ethnic Justice 33 (2017): 14-60.
Lester, Jessica, Chad Lochmiller and Rachael Gabriel. "Locating and applying critical discourse analysis within education policy." Education Policy Analysis Archives 24, no. 102 (2016): 1-15. Accessed 1 November 2019. doi: 10.14507/epaa.24.2768.
Bonilla-Silva, Eduardo. Racism Without Racists: Color-Blind Racism and the Persistence of Racial Inequality in America. Lanham: Rowman & Littlefield, 2017.
Eliason, Antonia. "With No Deliberate Speed: The Segregation of Roma Children in Europe." Duke Journal of Comparative & International Law 27 (2017): 191-241.
Fuller, Arlan et. al. "Strategies and Tactics to Combat Segregation of Roma Children in Schools." Harvard FXB. 2015. http://www.dare-net.eu/reports/strategies-and-tactics-to-combat-segregation-of-roma-children-in-schools--case-studies-from-romania-croatia-hungary-czech-republic-bulgaria-and-greece/343.
Kirova, Anna and Lori Thorlakson. "Policy, Inclusion, and Education Rights of Roma Children: Challenges and Successes in the EU and North America." Alberta Journal of Educational Research 61, no. 4 (2015): 371-380.
Lauritzen, Solver M. and Tuva S. Nodeland. "'What is the problem represented to be'" Two decades of research on Roma and education in Europe.? Educational Research Review 24 (2018): 148-169.
Parker, Laurence. "Critical Race Theory in Education: Possibilities and Problems." Counterpoints 168 (2003): 184-198. Accessed 14 November 2019.
Rostas, Iulius and Joanna Kostka. "Structural Dimensions of Roma School Desegregation Policies in Central and Eastern Europe." European Educational Research Journal 13, no. 3 (2014):268-281. https://doi.org/10.2304/eerj.2014.13.3.268.
Enclosed appendices
Interview Outlines, Emails, and Tables (all in the same document as the main body of the thesis)