Abstract
A team of teachers and university-researchers encouraged the inclusion of Roma children in preschool education via a bottom-up project in which cultural and communicative resources from local communities entered in dialogue with the discursive practices of standard school practices. A collaborative reflection framework developed hybrid and multicultural learning ecologies, consistently evaluated and reshaped in process. Ethnographic strategies identified experiences, texts, and artifacts of Roma children’s lives subsequently exploited in the design of the classroom practices, enabling the children to utilize all of their communicative resources (Romani, Greek, nonlinguistic modalities) for creating multiple texts – oral, written, digital. Pupil texts validated their cultural backgrounds as classroom participation increased in this pedagogical context. Roma students more fully invested in second language (Greek) and literacy learning, substantially increasing classroom interaction.
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We would like to thank Peter Appelbaum for generously reading the manuscript and sending his comments.
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Gana, E., Stathopoulou, C., Govaris, C. (2020). Expanded Pedagogical Spaces: Enhancing Roma Students Involvement in School. In: Skourtou, E., Kourtis-Kazoullis, V., Aravossitas, T., Trifonas, P. (eds) Language Diversity in Greece. Multilingual Education, vol 36. Springer, Cham. https://doi.org/10.1007/978-3-030-28396-4_13
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