New label no progress: institutional racism and the persistent segregation of Romani students in the Czech Republic

The over-representation of Romani children in special schools in the Czech Republic is well documented and widely condemned. In 2007 the European Court of Human Rights found the state guilty of discrimination against Romani children on the basis of disproportionate placement of children in remedial special schools. In 2015 high numbers of Romani children are still being misdiagnosed with Special Educational Needs and offered a limited and inappropriate education. This article explores the challenges which continue to hamper their successful inclusion in the Czech education system. Using Critical Race Theory as a lens to examine the Czech case, problems with the current policy trajectory are identified. The article shows that institutional racism persists in the Czech Republic, shaping attitudes and practices at all levels. Policy makers demonstrate little recognition of ingrained educational inequalities and Roma continue to be widely perceived as ‘others’ who must learn to adapt to Czech ways rather than as citizens who are entitled to services on their own terms

Ensuring the right to education for Roma children : an Anglo-Swedish perspective

Access to public education systems has tended to be below normative levels where Roma children are concerned. Various long-standing social, cultural, and institutional factors lie behind the lower levels of engagement and achievement of Roma children in education, relative to many others, which is reflective of the general lack of integration of their families in mainstream society. The risks to Roma children’s educational interests are well recognized internationally, particularly at the European level. They have prompted a range of policy initiatives and legal instruments to protect rights and promote equality and inclusion, on top of the framework of international human rights and minority protections. Nevertheless, states’ autonomy in tailoring educational arrangements to their budgets and national policy agendas has contributed to considerable international variation in specific provision for Roma children. As this article discusses, even between two socially liberal countries, the UK and Sweden, with their well-advanced welfare states and public systems of social support, there is a divergence in protection, one which underlines the need for a more consistent and positive approach to upholding the education rights and interests of children in this most marginalized and often discriminated against minority group

Colonial refractions: the 'Gypsy camp' as a spatio-racial political technology

Camps for civilians first appeared in the colonies. Largely drawing on the literature on colonialism and race, this article conceptualizes the 'Gypsy camp' in Western European cities as a spatio-racial political technology. We first discuss the shift, starting with decolonization, from colonial to metropolitan technologies of the governance of social heterogeneity. We then relate this broad historical framing to the ideas and ideologies that since the 1960s have been underpinning the planning and governance of the ‘Gypsy camp' in both the UK and Italy. We document the 1970s emergence of a new and distinctive type of camp that was predicated upon a racially connoted tension between policies criminalizing sedentarization and ideologies of cultural protection. Given that the imposition of the ‘Gypsy camp' was essentially uncontested, we argue that the conditions of possibility for it to emerge and become institutionalized were both a spatio-racial similarity with typically colonial technologies of governance, and the fact that it was largely perceived as a self-evident necessity for the governance and control of one specific population. We conclude by calling for more analyses on this and other forms of urban confinement in both the Global North and South, in order to account for the increasingly disquieting mushrooming of confining and controlling governance devices, practices and ideologies

Structural dimensions of Roma school desegregation policies in Central and Eastern Europe

Scrutiny of the socio-economic exclusion of the Roma in Central and Eastern Europe has brought attention to the widespread practice of school segregation of Romani children who are automatically placed in classes for the mentally disabled or shunted into separate and inferior schools and classrooms. It is now widely recognised that such practices adversely affect the educational development of Romani children, which in turn dramatically constrains their possibilities to succeed in adult life. Thus far the legislative changes and political commitments to desegregation and integration measures have delivered limited outputs and outcomes. While national programmes face implementation challenges at the local level, the grassroots initiatives are rarely mainstreamed into wider policy strategies. At the end of the day the status quo is preserved. Given that little analytical effort has been made to explain the causes of desegregation failure, this article aims to address the void. It argues that the narrow desegregation aims prevents creation of comprehensive approaches sensitive to structural dimensions of segregation and discrimination. It builds on the policy design theory in order to capture the impact of discourse and policy content on the implementation outputs

Questioning inclusion: the education of Roma/traveller students and young people in Europe and England: a critical examination.

This article deals with issues pertinent to the ‘inclusion’ of Roma/Traveller children and young people in Europe and, in particular, England. It discusses some key issues that pertain to the inclusion of Roma/Traveller groups in society and it critically presents some key policies that have been advanced to tackle educational and social exclusion of these groups. The aim in this article is to explore the impact these approaches have had thus far and to unravel some of the contradictions, inconsistencies and tensions that permeate them. The critical examination of such approaches is principally located within the context of the United Kingdom, but relevant policies and initiatives that have been introduced by supra-national European organisations are also discussed in order to inform the reader about the wider context in relation to the issues many Roma/Traveller groups face. Inclusion does not operate in a vacuum. It is argued that a set of structural and ideological factors that impact on inclusion need to be identified and linked to a renewed and enriched inclusion approach. In fighting exclusion, holistic and sustained approaches are necessary, which cut across social, political, economic and cultural domains and extend well beyond the formal education of one group (the Roma/Travellers)