Rethinking the Role of Pedagogical Assistants: Establishing Cooperation between Roma Families and Schools in Serbia

Type Journal Article - CEPS Journal: Center for Educational Policy Studies Journal
Title Rethinking the Role of Pedagogical Assistants: Establishing Cooperation between Roma Families and Schools in Serbia
Author(s)
Volume 6
Issue 4
Publication (Day/Month/Year) 2016
Page numbers 73-91
URL http://files.eric.ed.gov/fulltext/EJ1128559.pdf
Abstract
The aim of the present paper is to examine the risks and challenges related
to the cooperation of pedagogical assistants (PAs) with Roma parents/
families and their work with Roma pupils, as well as to offer further insight
into ways to overcome these risks and challenges. Roma pupils and parents/families
face numerous difficulties in education, which are reflected in
prejudice, stereotypes and discrimination. The education policy measure
of introducing PAs, formerly known as Roma teaching assistants, to the
Serbian education system aimed to contribute to the learning and social
participation of Roma pupils and to establish cooperation between school
staff and Roma parents. The further segregation of Roma pupils and the
reduced engagement of teachers in supporting Roma pupils and fostering
communication with Roma parents are seen as possible risks related
to the engagement of PAs. In order to minimise the risks, we propose a
framework for defining and understanding the roles of teachers and PAs
from an intercultural perspective. Relying on two concepts – intercultural
sensitivity (IS) and intercultural competence (IC) – we elaborate the necessity
of perceiving cultural differences in accordance with an ethnorelative
worldview, on the part of both teachers and PAs. In addition, we outline the
cognitive, affective and behavioural aspects of IC that we believe teachers
and PAs should possess. Further recommendations regarding the engagement
of PAs and the minimisation of risks and challenges are proposed.

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