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1

Mapping Deprivation in Rural Areas from Transylvania: Reflections on a Methodological Exercise

100%
Raţ C., Tobias A., Veres V.
Studia Universitatis Babes-Bolyai Sociologia
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2015
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vol. 6
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issue 2
85-112
EN
The aim of the present paper is to present and critically discuss the potentialities and limits of using official data (collected and reported by state-institutions) in order to shed light on consequences of uneven development and measure area deprivation in present-day Romania. Our argumentation is based on a quantitative inquiry at the level of rural communes and small-towns from three counties located in the historical region of Transylvania. It presents the reasons for choosing certain statistical indicators, the construction of composite indexes and the profiles of localities according to their values. We explore the statistical correlations between our indexes and the poverty rates measured for 2002 (CASPIS, 2004), as well as the Local Human Development Index proposed by Sandu (2011) and revised by the World Bank (2014). Unlike other poverty-mapping inquiries, our goal was not to identify compact, segregated and severely impoverished settlements, but to measure the extent of material deprivation at the level of the entire administrative unit. In this way, we refrained from seeing poverty as the problem of a socially (and sometimes spatially) marginalized settlement, and instead defined poverty as a problem of the entire local community, that should be addressed by the local community as a whole. Our data reveals that, after controlling for poverty and local resources, the share of the Roma ethnic minority is a strong statistical predictor of registered unemployment, however, it does not correlate with the frequency of granting social assistance benefits.
2

Health and Education in Roma Families. Comparative Study, Romanian Roma Families from Rennes, France vs. Roma from Mironu, Suceava, Romania

100%
Lucheş D., Vasilcu D., Gălbău I.
European Review Of Applied Sociology
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2016
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vol. 9
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issue 12
48-54
EN
The lower level of education for health and school education among vulnerable groups from Romania is an important part of the vicious circle of poverty and social removal, in particular for Roma minority. The quality of education and health related to this minority group is correlated with cultural aspects and the Roma attitude toward those determinants factors. The study relies on data obtained after questioning a number of 50 people, Roma that immigrated in Rennes, France and 50 Roma from Mironu, Valea Moldovei County, Suceava city. The results of the research show a considerable difference between the attitude of the Roma people from France compared with the attitude of the Romas from Romania regarding the health services and the education that they benefit. The immigrants have a positive attitude regarding the school and the medical services, after applying the quiz it can be said that they are pretty unpleased of the Romanian services than the foreign ones. Although, the Roma minority has the support of the authorities in Rennes and also in Mironu, support for social inclusion and adaptation in a local community, but they are reluctant in accepting these benefits. The programs developed for helping them hadn’t had the expected results, though. Health and education have a specific purpose in developing the society in general. Now we can say that solving the problem with the access to education and health for Roma minority represents the key of their social and economic integration.
3
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Roma Identity, Integration and Education. Comparative Research

75%
Kwadrans Ł.
Kultura i Edukacja
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2017
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issue 4(118)
60-73
EN
This paper is a report of some studies conducted by the author in the Roma community in the Czech Republic and Slovakia. After a brief introduction and characteristics of the surveyed group, the theoretical basis of the research and the methodological approach was presented. The project was supposed to be an attempt to show the difference between the education of Roma and of the dominant community in their country of residence. The research objective of the project was to identify the Roma perception of education and school duty, to identify and understand the relationship between the Roma identity and their relation to education and participation. Three areas were analysed: identities, culture, and education. The identification of their identities, their participation in culture and the education of the culturally dominant group are indicated. The conclusions concern the current situation of the Roma in these areas and possible recommendations or solutions for the future.
4
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Innowacje w kształceniu wielokulturowym, na przykładzie edukacji romskiej mniejszości etnicznej w Polsce

63%
Świętek A., Wójtowicz B.
Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
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2015
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vol. 9
155-172
PL
Przed współczesną edukacją, w tym edukacją geograficzną stoją coraz to nowe wyzwania. Pomimo podniesienia poziomu edukacji, która stała się powszechna i naturalna, procesów globalizacji i wzrostu zamożności społeczeństwa, występują w nim jednak nadal grupy społeczne nie nadążające za rozwojem społeczno-ekonomicznym większości. Szczególnym przykładem takich grup są mniejszości etniczne i narodowe, a dokładnie romska mniejszość etniczna w Polsce. Edukacja romskiej mniejszości etnicznej w Polsce, pomimo jej zamieszkiwania w naszym kraju od wieków, rozpoczęła się dopiero 10 lat temu, wraz z powstaniem „Programu na rzecz społeczności romskiej w Polsce”. Przed jego rozpoczęciem dzieci romskie albo nie chodziły do szkoły wcale, albo kończyły kilka klas szkoły podstawowej uczęszczając do tzw. „klas romskich”. Brak wykształcenia (często wręcz analfabetyzm) oraz funkcjonujący w polskim społeczeństwie negatywny stereotyp Cygana sprawił, że stali się oni grupą wykluczoną społecznie. W roku 2001, w trakcie fazy testowej programu w województwie małopolskim stanęło przed nauczycielami, w tym nauczycielami geografii, nowe wyzwanie-nauczanie multikulturowe, trudne do realizacji w niemal jednorodnym etnicznie państwie. Prócz bariery językowej, negatywnego stereotypu i niechęci wielu rodziców romskich do edukacji, walczyć przyszło pracownikom szkoły również z różnicami kulturowymi. W wielu szkołach udaje się jednak dziś realizować edukację dzieci romskich w klasach integracyjnych dzięki wysiłkowi i przygotowaniu nauczycieli wspomagających, i utworzeniu stanowiska asystenta romskiego. Autorki w artykule skupiają się na tych właśnie innowacyjnych rozwiązaniach w dziedzinie kształtowania kompetencji pracowników oświaty, które umożliwiają dziś skuteczną edukację dzieci romskich – jedynego sposobu na walkę z wykluczeniem społecznym tej mniejszości.
EN
Modern education, including geographic education, has to face new challenges. Unfortunately, in spite of the raising level of education, which has become common and natural, the processes of globalization and the higher standard of living, there still exist social groups that lag behind the majority in terms of socio-economic development. A particular example of such groups are ethnic and national minorities, for example the Roma ethnic minority in Poland. In spite of the fact that the Roma ethnic minority has been present in Poland for centuries, their actual education began 10 years ago, as the “Programme for the Roma community in Poland” took off. Before that, Roma children did not attend school at all, or ended education after a couple of years of primary school in “Roma classes”. The lack of education (often even illiteracy) and the negative stereotype of Roma in the Polish society caused the social exclusion of the Roma minority. In 2001, during the testing of the program in the Malopolska province, teachers faced a new challenge – multicultural teaching, difficult to implement in an ethnically homogeneous nation. In addition to language barriers, negative stereotype and reluctance of Romani parents to educate their children, the school staff also have to overcome cultural differences. However, in many schools education of Roma children is successful in integration classes, thanks to the efforts and preparation of supporting teachers and the new post of the Roma assistant. In the article, the authors focus on those innovative solutions in the field of development of the competence of educational staff, that enable the effective education of Roma children – the only way to fight with the social exclusion of the Roma minority.
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