The Impact of Teacher Leadership for Roma Empowerment

• In Event: Teacher Leadership for Inclusive and Diverse Societies

Abstract

1) Objectives or purposes

This paper presents a case study in secondary education in which teachers are leading processes that have demonstrated to improve learning outcomes and living together problems in diversity of contexts. The case is focused on the Roma community and the impact achieved by involving families and other members in learning activities.

2) Perspectives or theoretical framework

The Roma population constitutes the largest non-immigrant ethnic minority in Europe (EU, 2012) and existing data shows the risk of exclusion and segregation affecting particularly the most vulnerable, the Roma children (UNDP, 2005). However, European research shows in which ways teachers develop Successful Educational Actions in their classrooms and schools to achieve excellence for all, including those students belonging to cultural minorities. These actions were identified in the INCLUD-ED project (Flecha, 2015), the only research in social sciences selected by the European Commission in the list of the 10 most successful researches in Europe.

The identification of five types of family and community participation in schools (informative, consultative, decisive, evaluative and educative) as a result of the INCLUD-ED project has provided evidence about the ways by which teachers can encourage families to play an active role in pupils´ academic success. In this line, this paper also draws from those contributions that have already explored the connections between leadership and communities and its impact in effective and successful leadership (Kenneth, et al. 2010).

3) Methods, techniques or modes of inquiry

The research uses the communicative approach to study in depth how teachers enhance the participation of Roma community to enable them to lead learning activities while volunteering in classrooms.

4) Data source, evidence, objects or materials

The qualitative fieldwork includes in-depth interviews to teachers, students and families and it is developed in an urban school in Vitoria, Spain.

5) Results and/or substantiated conclusions or warrants for arguments/points of view

The results of this study show that teacher leadership that promotes the participation of Roma families and communities through the development of successful educational actions has two main impacts. First, it generates Roma empowerment that allows their participation in the schools and, at the same time, their own leadership that creates further leadership practices within and beyond the school.

6) Scientific or scholarly significance of the study or work

This study provides insights about how to improve education of Roma children by developing teacher leadership practices that promotes Roma participation in successful educational actions. This process of change allows the overcoming of stereotypes, facilitates the social inclusion of this population and brings us the opportunity to improve academic results of Roma children. Recently, research based on successful educational actions has been included in the Social Impact Open Repository.

Authors

• Joan Cabre Olive, Rovira i Virgili University.CIF: Q-9350003-A

• Ana Inés Renta Davids, Universitat Rovira i Virgili

• Fernando Macias, Universitat de Barcelona