Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.771925
Title: Using cultural brokering strategies to improve the early childhood education of Roma, Gypsy and Traveller children : case studies from the UK and Serbia
Author: Klaus, Sarah Maria
ISNI:       0000 0004 7660 4193
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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Abstract:
This thesis explores the use of cultural brokering to promote the inclusion of Roma children in early childhood education through examining case studies of the Traveller Education Support Services in the UK and Pedagogic Assistants in Serbia. It suggests that cultural brokers add value to systems through extending the social capital of marginalised communities by linking them with broader social institutions. It uses Bronfenbrenner's ecological model of human development as a tool for understanding the value of integrating cultural brokers at various levels of early education, and specifically in both early education services (preschools and primary schools) as well as at municipal levels. It develops a definition of cultural brokering in early childhood education, which incorporates four key functions: 1) provision of direct support to children, families, preschools and schools; 2) liaising between communities and early education services; 3) enabling linkages of families with other necessary resources and services; and, 4) serving as advocates and role models to support social inclusion and counter discriminatory practices. It creates an argument for extending cultural brokering across early childhood education systems to support social inclusion of the most marginalised groups and illustrates the importance of strong engagement of both national and municipal governments in establishing enabling conditions. Finally, this thesis suggests that significantly improving the social inclusion of the Roma population in Europe will require earlier and more complex interventions that support children's development well before they enter the formal education system.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.771925  DOI: Not available
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