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Race Ethnicity and Education Volume 17, 2014 - Issue 4
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Articles

‘Nothing about us without us’: the role of inclusive community development in school desegregation for Roma communities

Andrew Richard RyderCentre for the Study of Poverty and Social Justice, School for Policy Studies, Bristol, United KingdomCorrespondence[email protected]
,
Iulius RostasCorvinus University Budapest, Institute of Social Sciences, Budapest, Hungary
&
Marius TabaThe Roma Education Fund, Monitoring and Evaluation, Budapest, Hungary
Pages 518-539 | Published online: 12 Mar 2014

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John Doyle. (2022) So much to offer: an exploration of learning and cultural wealth with Roma Slovak post-16 students. Ethnography and Education 17:1, pages 49-70.
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Canan Ugur Rizzi. (2021) Antiziganism as a Barrier for the Roma to Access Policies: The Case of Romani Access to Education in Turkey. Ethnopolitics 20:3, pages 305-316.
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Veselina Lambrev. (2020) ‘They clip our wings’: studying achievement and racialisation through a Roma perspective. Intercultural Education 31:2, pages 139-156.
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Charlotte Kühlbrandt. (2019) Confronting racism in family planning: a critical ethnography of Roma health mediation. Sexual and Reproductive Health Matters 27:1, pages 83-92.
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Kate D’Arcy. (2017) Using counter-stories to challenge stock stories about Traveller families. Race Ethnicity and Education 20:5, pages 636-649.
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Laura Cashman. (2017) New label no progress: institutional racism and the persistent segregation of Romani students in the Czech Republic. Race Ethnicity and Education 20:5, pages 595-608.
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Vera Messing. (2017) Differentiation in the Making: Consequences of School Segregation of Roma in the Czech Republic, Hungary, and Slovakia. European Education 49:1, pages 89-103.
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Lucie Jarkovská, Kateřina Lišková & Jana Obrovská. (2015) ‛We treat them all the same, but…’. Disappearing ethnic homogeneity in Czech classrooms and teachers’ responses. Race Ethnicity and Education 18:5, pages 632-654.
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Articles from other publishers (14)

Lorien Nesbitt, Michael J. Meitner, Brent Chamberlain, Julian Gonzalez & William Trousdale. (2023) A Comparison of Value-Weight-Elicitation Methods for Accurate and Accessible Participatory Planning. Journal of Planning Education and Research, pages 0739456X2311550.
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Michael Heron & Michael Crabb. (2023) Paddling in the Shallows: Game Domain Knowledge Within Non-Game Disciplines. SSRN Electronic Journal.
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Zbyněk Němec. (2021) CHANGE MUST COME FROM BELOW BUT ALSO FROM THE TOP': STRATEGIES FOR ROMA SCHOOL DESEGREGATION IN THE CZECH REPUBLIC. EduPort 5:1, pages 18-28.
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Ben Classen, Keith Tudor, Foulagi Johnson & Brian McKenna. (2021) Embedding lived experience expertise across the mental health tertiary education sector: An integrative review in the context of Aotearoa New Zealand. Journal of Psychiatric and Mental Health Nursing 28:6, pages 1140-1152.
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Ana Ivasiuc. (2020) ‘We’ll Help Ourselves, but What’s in It for Us?’ Conflict, Development and Social Mobility among Roma in Romania. Slovenský národopis / Slovak Ethnology 68:4, pages 365-378.
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Solvor Mjøberg Lauritzen. (2019) Accessing basic education in Romania: Possibilities and limitations for NGOs working for educational change for Roma children. Journal of Educational Change 21:2, pages 323-344.
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Ivan Lukšík. (2019) Children from Marginalised Roma Communities at the School Gates: The Disconnect Between Majority Discourses and Minority Voices. Early Childhood Education Journal 47:6, pages 665-675.
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Nuri Kim, James S Fishkin & Robert C Luskin. (2018) Intergroup Contact in Deliberative Contexts: Evidence From Deliberative Polls. Journal of Communication 68:6, pages 1029-1051.
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Solvor M. Lauritzen & Tuva S. Nodeland. (2018) “What is the problem represented to be?” Two decades of research on Roma and education in Europe. Educational Research Review 24, pages 148-169.
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Ryan Powell & John Lever. (2015) Europe’s perennial ‘outsiders’: A processual approach to Roma stigmatization and ghettoization. Current Sociology 65:5, pages 680-699.
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Neville HarrisDavid Ryffé, Lisa Scullion & Sara Stendahl. (2017) Ensuring the Right to Education for Roma Children: an Anglo-Swedish Perspective. International Journal of Law, Policy and the Family 31:2, pages 230-267.
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Gabriela Gómez-Zepeda, Cristina Petreñas, Dorys Sabando & Ignasi Puigdellívol. (2017) The role of the Support and Attention to Diversity Teacher (SADT) from a community-based perspective: Promoting educational success and educational inclusion for all. Teaching and Teacher Education 64, pages 127-138.
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Anya Ahmed & Michaela RogersLisa Scullion & Philip Brown. 2017. Working with Marginalised Groups. Working with Marginalised Groups 70 85 .
Sarah Cemlyn & Andrew Ryder. 2016. The Palgrave International Handbook of Education for Citizenship and Social Justice. The Palgrave International Handbook of Education for Citizenship and Social Justice 163 185 .

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