Segregated schools are not inclusive: the negative effects of segregation on the quality of teaching and learning in a primary school

References

• Ainscow, A., and A. Sandill. 2010. “Developing Inclusive Education Systems: The Role of Organisational Cultures and Leadership.” International Journal of Inclusive Education 14 (4): 401–416. DOI: 10.1080/13603110802504903.
   Web of Science ®Google Scholar
• Alper, R. M., L. R. Masek, K. Hirsh-Pasek, and R. Golinkoff. 2018. “5. “Languagizing” the Early Childhood Classroom: Supporting Children’s Language Development”. What Teachers Need to Know About Language, edited by Carolyn Temple Adger, Catherine E. Snow, and Donna Christian, 85–94. Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781788920193-007.
   Google Scholar
• Amnesty International and European Roma Rights Centre. 2017. A Lessons in Discrimination. Segregation of Romani Children in Primary Education in Slovakia. London: Amnesty International Ltd.
   Google Scholar
• Arabadjieva, K. 2016. “Challenging the School Segregation of Roma Children in Central and Eastern Europe.” The International Journal of Human Rights 20 (1): 33–54. https://doi.org/10.1080/13642987.2015.1032266.
   Web of Science ®Google Scholar
• Bendassolli, P. F. 2013. “Theory Building in Qualitative Research: Reconsidering the Problem of Induction.” Forum: Qualitative Social Research 14 (1): 1–20.
   Google Scholar
• Booth, T., and M. Ainscow. 2011. Index for Inclusion: Developing Learning and Participation in Schools. 3rd Revised ed. Bristol: Centre for Studies on Inclusive Education.
   Google Scholar
• Bourdieu, P. 1995. „Sociální prostor a symbolická moc / Espace social et pouvoir symbolique“, Cahiers du CEFRES 8. Francouzský ústav pro výzkum ve společenských vědách: Praha.
   Google Scholar
• Brander, P., L. De Witte, N. Ghanea, R. Gomes, E. Keen, A. Nikitina, and J. Pinkeviciute. 2020. Compass: Manual for Human Rights Education with Young People. 2nd ed. Strasbourg: Council of Europe Publishing.
   Google Scholar
• Braun, V., and V. Clarke. 2021. Thematic Analysis: A Practical Guide. London: SAGE.
   Google Scholar
• Carminati, L. 2018. “Generalizability in Qualitative Research: A Tale of two Traditions.” Qualitative Health Research 28 (13): 2094–2101. https://doi.org/10.1177/1049732318788379.
   PubMed Web of Science ®Google Scholar
• Cecilia Rapp, A., and A. Corral-Granados. 2021. “Understanding Inclusive Education – a Theoretical Contribution from System Theory and the Constructionist Perspective.” International Journal of Inclusive Education, 1–17. https://doi.org/10.1080/13603116.2021.1946725.
   Web of Science ®Google Scholar
• Čokyna, J. 2019. A Okraje máš kde?. Bratislava: Nakladatel N Press.
   Google Scholar
• Colker, L., and D. G. Koralek. 2018. High-quality Early Childhood Education: The What, Why, and How. St. Paul, MN: Redleaf Press.
   Google Scholar
• Council of Europe, Commissioner for Human Rights. 2017. “Fighting School Segregation in Europe Through Inclusive Education.” Council of Europe. https://rm.coe.int/fighting-school-segregationin-europe-throughinclusive-education-a-posi/168073fb65.
   Google Scholar
• Davies, Ch. A. 2008. Reflexive Ethnography: A Guide to Researching Selves and Others. 2nd ed. London: Routledge.
   Google Scholar
• Delamont, S. 2014. Key Themes in the Ethnography of Education Achievements and Agendas. Los Angeles: SAGE.
   Google Scholar
• Education, Audiovisual Culture Executive Agency. 2019. Integrating Students from Migrant Backgrounds Into Schools in Europe: National Policies and Measures. Eurydice Report. Luxembourg: Publications Office of the European Union.
   Google Scholar
• European Agency for Special Needs and Inclusive Education. 2011. Key Principles for Promoting Quality in Inclusive Education – Recommendations for Practice, Odense, Denmark. Odense: European Agency for Special Needs and Inclusive Education.
   Google Scholar
• European Agency for Special Needs and Inclusive Education. 2018. Raising the Achievement of All Learners in Inclusive Education: Lessons from European Policy and Practice. Edited by V.J. Donnelly and A. Kefallinou. Odense, Denmark.
   Google Scholar
• European Agency for Special Needs and Inclusive Education. 2023. European Agency Statistics on Inclusive Education: 2019/2020 School Year Dataset Cross-Country Report. Edited by P. Dráľ, A. Lénárt and A. Lecheval. Odense, Denmark.
   Google Scholar
• European Commission. 2017. “Preparing Teachers for Diversity: The Role of Initial Teacher Education.” Accessed 08, 2022. https://op.europa.eu/en/publication-detail/-/publication/b347bf7d-1db1-11e7-aeb3-01aa75ed71a1.
   Google Scholar
• Flick, U. 2013. The SAGE Handbook of Qualitative Data Analysis. London: SAGE.
   Google Scholar
• FRA, and European Union Agency for Fundamental Rights. 2016. Education: The Situation of Roma in 11 EU Member States. Luxembourg: Publications Office of the European Union.
   Google Scholar
• Graham, L. 2020. Inclusive Education for the 21st Century: Theory, Policy and Practice. London: Routledge.
   Google Scholar
• Grill, J. 2012. “‘Going up to England’: Exploring Mobilities among Roma from Eastern Slovakia.” Journal of Ethnic and Migration Studies 38 (8): 1269–1287. https://doi.org/10.1080/1369183X.2012.689187.
   Web of Science ®Google Scholar
• Grill, J. 2018. ““In England, They Don’t Call you Black!” Migrating Racialisations and the Production of Roma Difference Across Europe.” Journal of Ethnic and Migration Studies 44 (7): 1136–1155. https://doi.org/10.1080/1369183X.2017.1329007
   Web of Science ®Google Scholar
• Hardy, I., and S. Woodcock. 2015. “Inclusive Education Policies: Discourses of Difference, Diversity and Deficit.” International Journal of Inclusive Education 19 (2): 141–164. https://doi.org/10.1080/13603116.2014.908965.
   Web of Science ®Google Scholar
• Klimovský, D., T. Želinský, K. Matlovičová, and A. Mušinka. 2016. “Roma Settlements and Poverty in Slovakia: Different Policy Approaches of the State, Local Governments, and NGOs.” ANTHROPOLOGICAL NOTEBOOKS 22 (1): 23–42.
   Web of Science ®Google Scholar
• Konečný, J., and M. Rodríguez Polo. 2016. “Dunajec.” In Etnografie sociální mobility: etnicita, bariéry, dominance, edited by J. Šotola, and M. Rodréguez Polo, 37–93. Olomouc: UPOL.
   Google Scholar
• Lauritzen, S. M., and T. S. Nodeland. 2018. ““What is the Problem Represented to be?” Two Decades of Research on Roma and Education in Europe.” Educational Research Review 24: 148–169. https://doi.org/10.1016/j.edurev.2018.04.002.
   Web of Science ®Google Scholar
• Lawrence-Brown, D., and Mara Sapon-Shevin. 2014. Condition Critical: Key Principles for Equitable and Inclusive Education. New York: Teachers College.
   Google Scholar
• Messing, V. 2017. “Differentiation in the Making: Consequences of School Segregation of Roma in the Czech Republic, Hungary, and Slovakia.” European Education 49 (1): 89–103. https://doi.org/10.1080/10564934.2017.1280336
   Web of Science ®Google Scholar
• Miškolci, J., L. Kováčová, and M. Kubánová. 2017. “Trying to Include but Supporting Exclusion Instead? Constructing the Roma in Slovak Educational Policies.” European Education 49 (1): 71–88. http://doi.org/10.1080/10564934.2017.1280337.
   Web of Science ®Google Scholar
• Moree, D., and Nadace OSF. 2019. “Cesty romských žáků ke vzdělávání: Dopady inkluzivní reformy.” Accessed 08, 2022. https://osf.cz/o-nas/publikace/.
   Google Scholar
• MŠVVŠ SR. 2019. PISA. 2018. “Národná správa, Slovensko.” https://www.nucem.sk/dl/4636/Narodna_sprava_PISA_2018.pdf.
   Google Scholar
• Nafsika, A. 2019. “Framing Education Policies and Transitions of Roma Students in Europe.” Comparative Education 55 (3): 422–442. https://doi.org/10.1080/03050068.2019.1619334.
   Web of Science ®Google Scholar
• Norwich, B. 2014. “Recognising Value Tensions That Underlie Problems in Inclusive Education.” Cambridge Journal of Education 44 (4): 495–510. https://doi.org/10.1080/0305764X.2014.963027
   Web of Science ®Google Scholar
• Okely, J. 2008. “Knowing Without Notes.” In Knowing how to Know: Fieldwork and the Ethnographic Present, edited by J. Okely, N. Halstead, and E. Hirsch, 55–74. Oxford: Berghahn Books.
   Google Scholar
• Owens, A. 2020. “Unequal Opportunity: School and Neighborhood Segregation in the USA.” Race and Social Problems 12 (1): 29–41. https://doi.org/10.1007/s12552-019-09274-z.
   Web of Science ®Google Scholar
• Payne, M. 2016. “The Inclusion of Slovak Roma Pupils in Secondary School: Contexts of Language Policy and Planning.” Current Issues in Language Planning 18 (2): 161–180. https://doi.org/10.1080/14664208.2016.1220281
   Web of Science ®Google Scholar
• Payne, M. 2019. “School Life on the Margins: Slovak Roma Pupils Negotiating Education.” Race & Class 61 (1): 64–76. https://doi.org/10.1177/0306396818822456.
   Web of Science ®Google Scholar
• Petrasová, A., and Š Porubský. 2017. Educational Ways of Roma Children from Socially Disadvantaged Backgrounds. Prešov: Prešovská univerzita v Prešově.
   Google Scholar
• Poláková, E., M. Niklová, J. Stehlíková, and M. Šajgalová. 2018. Inkluzívne vzdelávanie žiakov z vylúčených komunít. Banská Bystrica: Belianum.
   Google Scholar
• Porubský, Š. 2014. “Inkluzívne Vzdelávanie v Inkluzívnej Triede.” In Metodicko-pedagogické centrum v Prešově, edited by V. Šilonová Klein, 75–85. Prešov: Metodicko-pedagogické centrum. https://www.1zszv.sk/download_file_f.php?id=589304.
   Google Scholar
• Pozo-Armentia, Araceli del, D. Reyero, and C. F. Gil. 2020. “The Pedagogical Limitations of Inclusive Education.” Educational Philosophy and Theory 52 (10): 1064–1076. https://doi.org/10.1080/00131857.2020.1723549.
   Web of Science ®Google Scholar
• Rothstein, R. 2015. “The Racial Achievement Gap, Segregated Schools, and Segregated Neighborhoods: A Constitutional Insult.” Race and Social Problems 7 (1): 21–30. https://doi.org/10.1007/s12552-014-9134-1.
   Web of Science ®Google Scholar
• Sika, P., J. Vidová, and E. Rievajová. 2020. “Regional View on Housing of the Marginalized Roma Population in the Slovak Republic.” Sustainability 12 (14): 5597. https://doi.org/10.3390/su12145597.
   Web of Science ®Google Scholar
• Silverman, D. 2019. Interpreting Qualitative Data. Thousand Oaks: SAGE.
   Google Scholar
• Slovak School Inspectorate [Štátna školská inšpekcia]. 2019. “Správa o podpore inkluzívneho vzdelávani a žiakov ZŠ v SR v školskom roku 2018/2019.” Accessed 08, 2022. https://www.ssiba.sk/admin/fckeditor/editor/userfiles/file/Dokumenty/SPRAVY/2019/Inkluzia_Sprava%20SR_129_fin.pdf.
   Google Scholar
• Solvor, L., and S. Tuva. 2018. ““What is the Problem Represented to be?” Two Decades of Research on Roma and Education in Europe.” Educational Research Review 24: 148–169. https://doi.org/10.1016/j.edurev.2018.04.002.
   Web of Science ®Google Scholar
• Šotola, J., and M. Rodréguez Polo. 2016. Etnografie sociální mobility: etnicita, bariéry, dominance. Olomouc: UPOL.
   Google Scholar
• Stepaniuk, I. 2019. “Inclusive Education in Eastern European Countries: A Current State and Future Directions.” International Journal of Inclusive Education 23 (3): 328–352. https://doi.org/10.1080/13603116.2018.1430180.
   Web of Science ®Google Scholar
• Tannenbergerová, M., P. Fučík, K. Pančocha, and M. Vrubel. 2018. Evaluation of School Inclusion: Mission (Im)Possible. Münster: Waxmann Verlag GmbH.
   Google Scholar
• Tereshchenko, A., and L. Archer. 2014. New Migration, new Challenges: Eastern European Migrant Pupils in English Schools. London: King’s College London.
   Google Scholar
• Thomas, D. 2006. “A General Inductive Approach for Analyzing Qualitative Evaluation Data.” American Journal of Evaluation 27 (2): 237–246. https://doi.org/10.1177/1098214005283748
   Web of Science ®Google Scholar
• United Nations. 1989. “Convention on the Rights of the Child.” Treaty Series 1577: 3.
   Google Scholar
• United Nations. 2006. “Convention on the Rights of Persons with Disabilities.” Treaty Series 2515: 3.
   Google Scholar
• Vermeij, L., M. A. J. van Duijn, and Ch Baerveldt. 2009. “Ethnic Segregation in Context: Social Discrimination among Native Dutch Pupils and Their Ethnic Minority Classmates.” Social Networks 31 (4): 230–239. https://doi.org/10.1016/j.socnet.2009.06.002
   Web of Science ®Google Scholar
• Vorlíček, R. 2019. Jak se daří inkluzi u nás a na Slovensku?: Pohled do konkrétních základních škol. Červený Kostelec: Pavel Mervart.
   Google Scholar