Harvard Educational Review
  1. Winter 2003 Issue »

    Why Romà Do Not Like Mainstream Schools

    Voices of a People without Territory

    Julio Vargas Claver
    In this article, Julio Vargas Clavería and Jesús Gómez Alonso argue that educational researchers have long ignored the Romà people and that this lack of attention has contributed to the persistence of educational inequity that the Romà endure throughout the world. The authors propose a new approach to Romaní educational research based on intersubjective dialogue, and the emergence of an egalitarian relationship between the researcher and the researched. This communicative approach considers the reflections of those researched and safeguards the voices of those studied. The authors contextualize their methodological and ideological discussion within a framework of Romaní history. (pp. 559–590)

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    Winter 2003 Issue

    Abstracts

    Racializing the Discourse of Adult Education
    Stephen D. Brookfield
    What Do We Know about the Motivation of African American Students?
    Challenging the “Anti-Intellectual” Myth
    Kevin O. Cokley
    Why Romà Do Not Like Mainstream Schools
    Voices of a People without Territory
    Julio Vargas Claver

    Book Notes

    Classroom Discourse
    By Courtney B. Cazden

    Honky
    By Dalton Conley

    Courage
    Edited by Barbara Darling-Smith

    The Skin That We Speak
    Edited by Lisa Delpit and Joanne Kilgour Dowdy

    Tell Me More
    Edited by Eleanor Duckworth

    Methods of Literacy Research
    Edited by Michael L. Kamil, Peter B. Mosenthal, P. David Pearson, and Rebecca Barr

    How the Way We Talk Can Change the Way We Work
    By Robert Kegan and Lisa Laskow Lahey

    Nigger
    By Randall Kennedy

    Gifted Bilingual Students
    By Esther Kogan

    Teaching Problems and the Problems of Teaching
    By Magdalene Lampert.

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