Roma women’s higher education participation: whose responsibility?

Hinton-Smith, Tamsin, Danvers, Emily and Jovanovic, Tanja (2017) Roma women’s higher education participation: whose responsibility? Gender and Education. pp. 1-18. ISSN 0954-0253

[img] PDF - Accepted Version
Download (509kB)

Abstract

There are striking gaps between Roma and non-Roma higher education (HE) participation rates, with less than 1% of Roma possessing a tertiary-level qualification [United Nations Development Programme, World Bank and European Commission. 2011a. “The Situation of Roma in 11 EU Member States.” Accessed 3 April 2015. http://issuu.com/undp_in_europe_cis/docs/_roma_at_a_glance_web/1#download]. As the Decade of Roma Inclusion (2005–2015) closes, this renders the present a salient moment to reflect on Roma students’ HE experiences. Widening educational access for marginalised groups raises specific questions about where responsibility for doing so lies – with tensions between individualised articulations of raising aspiration and notions of collective responsibility framed in a social justice agenda. Drawing on interviews with five Roma women students, this paper unpacks the contradictions between desiring access to HE for individual self-betterment and concurrent pulls towards educating for the wider benefit of ‘improving’ Roma communities. Using Ahmed’s [2012. On Being Included: Racism and Diversity in Institutional Life. Durham, North Carolina: Duke University Press] work on institutional belonging, we explore the specifically gendered nature of these narratives in how ‘doubly’ marginalised bodies are positioned as outsiders, in receipt of an educational gift.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education
Depositing User: Deeptima Massey
Date Deposited: 28 Nov 2016 12:16
Last Modified: 18 Jul 2018 01:00
URI: http://sro.sussex.ac.uk/id/eprint/65701

View download statistics for this item

📧 Request an update