Abstract
This chapter seeks to draw attention to the longer-term educational consequences of poor inclusion and access in primary and secondary schooling for Gypsy and Traveller pupils. In this chapter the authors’ evidence the way in which barriers in primary and secondary school affect access and inclusion in Higher Education as these issues are not often explored within the literature. Indeed this area is to date under researched as a result of the assumption that Travellers do not access post-compulsory education, or do not admit to their ethnicity if they do. This chapter has been informed by the empirical research of the authors who have studied and worked in Higher Education and explores the perceptions, perceived barriers and opportunities for Gypsy and Traveller students. Findings suggest that access and inclusion in Higher Education is desired but complex, and there is limited information reaching Traveller students about the processes to access and enrol. In addition, there is an urgent need to explain these complexities to teaching staff and policy makers to make amendments and ensure that widening participation agenda’s include those from all marginalised communities.
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Notes
- 1.
In this chapter we will refer to ‘Travellers’ when we refer to all groupings and refer to specific groups as and when relevant e.g. Galloway’s research involved Gypsies and Irish Travellers.
- 2.
ELAMP—Electronic and Mobility Project, see https://www.natt.org.uk/natt/the-work-of-natt/the-elamp-initiatives/.
- 3.
A pseudomn to protect the identity of the real geographical area under study.
- 4.
In the UK the national curriculum is taught in schools and this is organised into blocks of years called ‘key stages’ (e.g. KS2) and at the end of each key stage children are formally assessed.
- 5.
A statement of Special Educational Needs (SEN) sets out a child’s perceived needs and the help they should receive. It is reviewed annually to ensure that any extra support given continues to meet a child’s needs.
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- 8.
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D’Arcy, K., Galloway, L. (2018). Access and Inclusion for Gypsy and Traveller Students in Higher Education. In: Arday, J., Mirza, H. (eds) Dismantling Race in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-60261-5_12
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