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Roma women’s higher education participation: whose responsibility?

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journal contribution
posted on 2023-06-09, 04:14 authored by Tamsin Hinton-SmithTamsin Hinton-Smith, Emily DanversEmily Danvers, Tanja Jovanovic
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.

History

Publication status

  • Published

File Version

  • Accepted version

Journal

Gender and Education

ISSN

0954-0253

Publisher

Taylor & Francis

Issue

7

Volume

30

Page range

811-828

Department affiliated with

  • Education Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2016-11-28

First Open Access (FOA) Date

2018-07-18

First Compliant Deposit (FCD) Date

2016-11-28

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