Engaging Gypsy and Traveller pupils in secondary education in Wales: tensions and dilemmas of addressing difference

Abstract

Despite decades of research and policy, we are still some way in the U.K. from ameliorating barriers for Gypsy and Traveller pupils. A complex set of factors exist which influence young people’s engagement with secondary education. This interpretive-deductive study, which draws upon ‘tensions and dilemmas of difference’, presents Gypsy/Traveller learners’ perceptions and those of their parents and teachers about the barriers encountered. Findings around ‘intra-cultural conflict’ demonstrate significant tensions between and within cultures that are profound for young people during this stage of education. Resilient, supportive mothers and strong bonds with teachers and children from the mainstream community, appeared essential in helping young people to manage criticism and resist pressure to conform to cultural norms. However, a fundamental shift in societal attitude is required and critical thought paid to inclusive education, or young learners who remain in education may end up on the periphery of both societies.

Keywords:

• Cultural dissonance
• gypsy/traveller pupils
• inclusive education
• secondary education

Acknowledgements

I would like to thank the Traveller Education Service Manager for allowing me to use some of the transcripts she collated as part of a Master’s Degree in Education. Your generosity has helped to make a further contribution to this important area of cultural studies. I would also like to express my gratitude to the reviewers of this paper as their feedback encouraged me to draw upon additional theories and think more critically about mainstream discourse which has helped to strengthen the concepts and conclusions that have been presented.