Professional Documents
Culture Documents
RESEARCH PROPOSAL
SPECIAL FOCUS:
VOLUNTARY HIGH SCHOOL PUPILS WORKING WITH GYPSY
CHILDREN – DOES THE PERCEPTION OF SCHOOL CHANGE?
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Rarely do people in an informal manner or as well as within an institutional one
give them credit and empower them. The deterministic manner of thinking is very useful
in this case, thinking about their relation with the rest of society; the things their ancestors
and even grand parents and parents have been doing over time do not inspire trust. For
example, in mixed ethnical communities, people don’t trust the Gypsy who, <everyone
knows> that do not like to work, to study, to respect the others, they steal and cheat
people and are unstable.
This is the main reason why in schools, Gypsy children are labeled with
different negative appellatives that are meant to exclude them, expressing through
all these messages a great amount of hate and disapproval of their Ethnical
presence, fear not to be infected with some diseases and parasites from them or fear of
stealing. The Gypsy children are living and experiencing the community’s message for
them really profound in a negative way and they eventually get to act as they are
indeed labeled. Sometimes some Gypsy children (rare cases, as I have met myself) are
quite discovered by some teacher or a member of the community that involves in his/her
education and support him/her, as well as their family, invests in the child’s potential.
With this moral and even financial support, the Gypsy child studies, involves in different
educative and practical activities that allows him/her to change the role within society
and transform in a social actor, able to participate actively in changing his destiny and
choose…
How many Gypsy children, due to the cause that their families were poor, and
besides, all people excluded them, did not manage to accomplish their dream in life,
starting with completing studies?
I think it is a good question, whose answer brings out complex factors: ethnical
characteristics, personal ones, societal attitudes…
As I have been working with Gypsy children, I am thinking about a project that
should enable them to active participate in their community, family and life. Studying
their characteristics, the results mainly point out: very poor, without school or at least
primary school parents; mono-parental families; frequent alcohol consume, violence
and educational disinterest regarding the children situation; financial situation very
low leveled.
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Childhood is a social category, a stable and structural integrated component
within the social life organizing, a permanent structure in any society, even if the
members of the society are permanently “being renovated”. Such an approach provides
childhood with content and frees it from the sub-ordinate position, as well as from the
conception that its members are object-persons, in order to open the path to recognize
them as in quality of social strength in action. Mayall Berry shows us that children are
seen more as a minority social group, firstly, the studies on child-adult relationships show
that both categories perceive childhood as a period of dependency and subordination;
secondly, the notion that children need socialization is deep rooted among parents and
especially, teachers; thirdly, family and school are being organized around the adult
power in order to determine the children’s experience character. (Mayall, 2002, pp.20-21)
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As well, James and Prout (quoted by Behera, pp.2-20) affirm: “They (the children)
must be seen as active in constructing and determining their own social lives and those of
people around them and of the society in which they live.”
It is obvious that many theoretical arguments may be brought into discussion that
children should be active participants, and this could go in favor of finding out how the
Gypsy children themselves perceive school. In Romania, there have been produced and
implemented governmental and NGO strategies in order to include and integrate the
Gypsy children in school, to fight discrimination; there has been progress, but it is
difficult, due to the fact that most of the Rroma population are very poor. There is also,
an important program - “The Second Chance Program” that allows young adults that
could not attend to school, to recover the knowledge in intensive courses and getting a
diploma. But it is important to see the children’s view on school and how they just feel
about the society’s attempts in order to get school closer to them. For this research
proposal I choose the 35 Gypsy children from the local community of the Silivas village,
a village settled at a distance of 12 km from the nearest town; children are beneficiaries
of the Day Care Centre named “Saint Filofteia”, in the same village.
It is interesting the <interpretive reproduction> approach which is
characteristic to the new sociology of childhood – actually, children create and
participate in their own peer groups cultures in an unique manner through the
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Berry Mayall (2002). Towards a sociology for childhood, Open University Press, London
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creative taking the information from the adult world that is addressed to their own
preoccupations. In this case, they don’t just internalize the information or imitate
the external aspects of the world surrounding them – they have the tendency to
logically interpret in their world what they see and, in this sense – to participate.
Thus, they produce in a collective manner their own cultures and worlds. (Corsaro,
2005, pp.6-27) 2
2
Corsaro, William A. (2005). The sociology of childhood, ed. Pine Forge Press, Sage Publications Inc.
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The local community will know better not only the traditional aspects of the Gypsy
culture, but also, the value in itself of these children’s ideas and own ways of perceiving
school and world. Children themselves will get in touch with each other’s ideas about the
school and experience brought by attending to school, as well as not attending it; they
will learn each from each other.
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Beneficiaries: the direct beneficiaries are a group of 30 Gypsy children (aged
from 5 to 18 years old) who usually come at the Daycare Centre of the “Saint Filofteia”
Foundation and a group of 10 pupils (aged from 14-18 years old) from the Industrial
Chemistry High School who have some experience in volunteer activities.
The indirect beneficiaries are the local community mainly constituted from
Gypsy families.
Period: one year.
Project aim: to create and maintain a solid and constructive partnership between
the above institutions in order to promote the children rights, mainly Gypsy ones and
their active participation in community and society as social actors and citizens having
responsibilities and rights. To find out the Gypsy children opinions (and the Romanian
children, also) about the importance and role of school in their lives or any other
important means through they would accede to social hierarchy and see how they come
up together with new cognitions about school.
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Activities (main ones):
the agro-chemical analysis of ground – PH that uses for establishment of the
ground type (used for the garden construction); or they may choose to create a
children park or something else they might find useful for themselves;
making a survey in order to identify the need for such an extra-curricular activity
for children – here they are to choose between the proposed activities or create
their own;
establishment of the team members’ tasks (5-6 people);
school volunteer course for the pupils (4 hours during two weeks);
organizing a legume (plantation, growth and harvest) course for learning the
medium level knowledge (5 courses – 2 hours per week);
discussions with Gypsy parents and children in order to prepare and involve them
in the activities made by children
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Analysis of my role: my profession at the Day Care Center “Sf. Filofteia” is of social
worker; I get into contact with the volunteer pupils and schools, as well as with other
institutions in the local community. I instruct the volunteer pupils within a course about
volunteering activities, responsibilities, rights and duties. I am the coordinator and
organizer of the activities, the primer observer. I also instruct other two persons to
scientific observation, as well as key-volunteer pupils, in number of 4. I conduct the
group discussions and the qualitative interviews. The projective methods, I will organize
with the teacher who coordinates the group of volunteer pupils. I also collect the
information gathered by children regarding people’s impressions of the activities made. I
monitor the evolution of research and project impact and set out the results that will be
disseminated.
Evaluation/Assessment:
Firstly, it will be compared if there is any difference before implementing the
activities in Gypsy children ideas about school, and after.
Secondly, the evaluation regards the change made within the local community
referring at the Gypsy children and their place in the structure of community; the
communication type and quality; cooperation between the two ethnical groups of
children; the skills revealed and the capacity of team working of children; dissemination
of results in local media and on a Internet web page or blog.
(Note: this material does not contain the exact time schedule and the project budget, the
ideas are presented summarized and mainly).
Final conclusion
Gypsy and Romanian children have value in themselves, they have abilities,
capacities and motivation that enable them to value school, to cooperate together in
order to fight discrimination and to combine their ideas in study and even extra-
curricular activities. They are able to make research when directed and supported,
are able to organize and implement activities. They can be creative and innovative
through their genuine perspective on the world, as children…
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BIBLIOGRAPHY:
1. Mayall, Berry (2002). Towards a sociology for childhood. Open
University Press, London
2. Behera, Deepak Kumar. Children and Childhood in our contemporary
societies
3. Corsaro, A. William (2005). The sociology of Childhood. Pine Forge
Press, Sage Publications Inc.
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