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dc.contributor.authorHagatun, Kari
dc.date.accessioned2021-04-30T11:41:56Z
dc.date.available2021-04-30T11:41:56Z
dc.date.created2020-11-20T15:19:50Z
dc.date.issued2019
dc.PublishedThe Hungarian Educational Research Journal. 2019, 9 (1), 9-21.
dc.identifier.issn2064-2199
dc.identifier.urihttps://hdl.handle.net/11250/2740595
dc.description.abstractExploring a group of Roma mothers’ experiences regarding their children’s education in Norway, this article adopts an ethnographic approach. One key theme emerging is how the mothers actively negotiate how to prioritize education and, at the same time, prioritize the core values and practices they perceive as vital for “being Roma.” The findings challenge a strong metanarrative in the national public debate, portraying Roma parents as a homogenous group unwilling and unable to procure education for their children. The findings are considered in light of the current Norwegian educational policy toward the Roma minority children. Particularly, the article addresses how the mothers’ experiences demonstrate a need to challenge current understandings of the concept of inclusion. It argues that inclusion, as it is understood and practiced within the Norwegian educational system, entails a high degree of assimilation.en_US
dc.language.isoengen_US
dc.publisherAkadémiai Kiadóen_US
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.no*
dc.title“They assume that I don’t really want education for my children”: Roma mothers’ experiences with the Norwegian educational systemen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holderCopyright 2019 The Authorsen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doi10.1556/063.9.2019.1.2
dc.identifier.cristin1850476
dc.source.journalThe Hungarian Educational Research Journalen_US
dc.source.409
dc.source.141
dc.source.pagenumber9-29en_US
dc.identifier.citationThe Hungarian Educational Research Journal. 2019, 9(1), 9–29en_US
dc.source.volume9en_US
dc.source.issue1en_US


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Navngivelse-Ikkekommersiell 4.0 Internasjonal
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