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

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’ (Norwich 2013), 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

School books or wedding dresses? Examining the cultural dissonance experienced by young Gypsy/Traveller women in secondary education

Although considerable attention has been given to issues impacting on the educational experiences of Gypsy/Traveller learners in the UK, most of the literature is oriented towards ethnicity rather than gender. This paper illuminates the experiences of young Gypsy/Traveller women who are engaging with secondary education, and functioning in a dual cultural framework, in a time of increased gender equality. The intersectionality of culture, class and religion frequently conflicts with the notions of gender equality and education, requiring young women to make difficult choices. It is suggested there is an urgent need to problematise and deconstruct stereotypes typically held about Gypsy/Traveller girls, as not all young women feel disengaged, restricted, excluded and in conflict. While some young women, as is their right, wish to conform to cultural-gendered norms, this study has revealed some strong, resilient women who critically challenge values and norms within their community, which negate their right to a full education, to bring about positive change

Editor's Introduction

This thematic issue of the journal was conceived during a symposium at Victoria University of Wellington in November 2018 on the theme of ‘The Family as Mnemonic Community’. At the symposium, funded through a New Zealand Marsden grant for the project ‘The Missing Link’, a group of international and multidisciplinary researchers shared their investigations into family memory and discussed four broad questions: - what kinds of stories or information do families pass down the generations? - how are family stories about the past transmitted, remembered, and received? - why do family memories and stories about the past matter in the present? - and what are the advantages and disadvantages of different scholarly approaches?   Five out of six of the authors in this issue presented papers at the symposium, and their articles are revised or reconceptualised for publication here. The remaining author was invited to submit a paper once we scoped out the majority of submissions and decided on the shape of the volume

Assessing learning in the early years’ outdoor classroom: examining challenges in practice

The benefit the outdoor environment has for young children’s development is widely documented. However, there is less literature outlining practitioners’ experiences of assessing learning in the outdoors and factors which impact the level and quality of assessments undertaken. This study, based on a pragmatic mixed methods approach, undertaken in 9 early years’ settings in North Wales, reports the findings of 37 practitioners. The research suggests that assessing children in the outdoors is not used to its potential. Factors impeding the use of the outdoor classroom include: lack of appropriate resources; level of staff expertise; child-staff ratio; adverse weather; and changes to curriculum policy which place emphasis on the formal assessment of children. There appears to be assumptions about learners most likely to benefit from outdoor learning and assessment: boys; children in socio-economically deprived areas; and children with additional learning needs. The paper highlights the need for broader training opportunities for practitioners on planning for learning and assessment in the outdoors that go beyond a single course focus. With creative planning, there is no reason why summative assessments of all areas of learning within the early years’ curriculum cannot be done as effectively outdoors as they may be being done indoors

Addressing the ‘elephant in the room’. The role of the primary school practitioner in supporting children’s mental well-being

The enthusiasm regarding the school as a place for mental health promotion is powered by a large body of research demonstrating the links between mental health and well-being, academic success and future life opportunities. Despite on-going commitment to mental well-being in the U.K., statistics suggest mental health issues are increasing among children and young people. This small-scale qualitative-exploratory study, undertaken in two primary schools in North Wales, reports on how school practitioners perceive, promote and support the mental health and well-being of pupils. The paper highlights a reluctance by practitioners to address mental health topics due to fear of stigma and a desire to protect children. Issues linked to funding, skills and training, together with over-stretched specialist agencies, are making it difficult for school practitioners to support pupils. There is a pressing need for appropriate training opportunities in order for practitioners to be knowledgeable and to feel confident to discuss mental health with children and young people. Schools have a significant role in supporting children’s mental well-being and reducing the stigma attached to mental illness but only if this important topic is not regarded as an ‘elephant in the room’

When Management Defines Leadership: High Demand x High Support in a Rural Community College

Drawing upon a diversity of data from efforts across almost four decades – the last two in the same rural community college – devoted to developing, implementing and studying the impact of a High Demand x High Support (HDxHS) teaching pedagogy, this paper addresses four topics: First, we briefly address the values and perspectives informing the HDxHS effort. Second, we sketch the HDxHS pedagogy and describe case exemplars, situating these in the context of a rural community college (CC). Third, we describe different leadership responses to HDxHS in terms of the use of strategic ignorance strategies (SIS), suggesting that these likely function more as a barrier than a conduit for understanding the challenges facing rural communities and CCs. Fourth, acknowledging that CCs are currently at a crossroads facing an uncertain future as legitimate public post-secondary institutions, we outline elements of a re-scripted more democratic CC leadership model. Part overview and part summary, the conclusion addresses the strengths and weaknesses of the HDxHS approach and the various bodies of knowledge to which it might contribute

Summer to winter variability in the step counts of normal weight and overweight adults living in the UK

BACKGROUND: This study investigated whether pedometer-determined activity varies between summer and winter in normal-weight and overweight adults. METHODS: Forty-five normal-weight (58% female, age = 39.1 ± 12.4 years, BMI = 22.2 ± 2.1 kg/m2) and 51 overweight (49% female, age = 42.1 ± 12.5 years, BMI = 29.3 ± 4.5 kg/m2) participants completed a within-subject biseasonal pedometer study. All participants completed 2 4-week monitoring periods; 1 period in the summer and 1 period the following winter. Changes in step counts across seasons were calculated and compared for the 2 BMI groups. RESULTS: Both BMI groups reported significant summer to winter reductions in step counts, with the magnitude of change being significantly greater in the normal-weight group (–1737 ± 2201 versus –781 ± 1673 steps/day, P = .02). Winter step counts did not differ significantly between the 2 groups (9250 ± 2845 versus 8974 ± 2709 steps/day, P = .63), whereas the normal-weight group reported a significantly higher mean daily step count in the summer (10986 ± 2858 versus 9755 ± 2874 steps/day, P = .04). CONCLUSION: Both normal-weight and overweight individuals experienced a reduction in step counts between summer and winter; however, normal-weight individuals appear more susceptible to winter decreases in ambulatory activity, with the greatest seasonal change occurring on Sundays. Effective physical activity policies should be seasonally tailored to provide opportunities to encourage individuals to be more active during the winter, particularly on weekends