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How to Move from Power‐based to Dialogic Relations? Lessons from Roma Women
Author(s) -
Melgar Patricia,
Larena Rosa,
Ruiz Laura,
Rammel Stephanie
Publication year - 2011
Publication title -
european journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.577
H-Index - 45
eISSN - 1465-3435
pISSN - 0141-8211
DOI - 10.1111/j.1465-3435.2011.01477.x
Subject(s) - dialogic , social exclusion , sociology , vulnerability (computing) , prejudice (legal term) , power (physics) , poverty , qualitative research , gender studies , social psychology , political science , psychology , pedagogy , social science , computer science , physics , computer security , quantum mechanics , law
In its growth strategy for the coming decade, the EU recognises the Roma as one of several groups especially affected by poverty and social vulnerability. So far, many efforts to reverse this social exclusion have failed; imposed solutions based on power relations have ignored Roma voices and suggestions from the community. As a result, the EU now emphasises the urgency of identifying measures that can effectively help their situation. This article draws on data from a qualitative longitudinal case study of predominantly Roma schools in Spain. It shows how the move from power‐based relations with Roma families to more dialogic ones has helped overcome both social and educational exclusion. Two dimensions are identified that facilitate this transition: demonopolisation of the expert knowledge and recognition of the Roma culture. By introducing dialogic relations, these schools have encouraged more Roma women to participate in different domains; they have also increased their academic expectations, moved beyond society's prejudice towards the Roma, and helped new role models to emerge.