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BUILDING
CULTURE IN THE CLASSROOM: THE ROLE OF ROMANY ASSISTANTS IN THE ROMANY
CLASSROOM IN THE SLOVAK REPUBLIC
By Iveta Kovalcíková and Alica Petrasová
Presov University, Slovakia
Note: "Romany" and "Roma" refer to the Gypsy populations
of Europe, located primarily in Eastern Europe.
Systematic thinking about the changes in Roma communities is an
urgent task in the Slovak Republic. Romanies represent 6.5 % of the
Slovak population (Zelina, 2001). Solving the problem of Roma minority
cultural compatibility with the non-Roma majority has taken various
forms in the course of history. After 1945 when World War II ended and
1972, the procedures of the central bodies of the state administration
of Czechoslovakia gradually advanced
as follows:
- The concept of social assimilation of Roma - from 1958, when the
central institutionalisation of the State solution began (i.e. the
"Gypsy Question");
- The concept of correcting the dispersal of Roma, regarding
planned and organised diffusion of Roma from highly concentrated areas
in Slovakia mainly in the Czech lands (1965); and
- The concept of integration of Roma into mainstream society
(1972), (Koptová, Schmidt, 2001).
- The principal change in the State´s approach toward the Roma
occurred in April 1991, when the Slovak government adopted decree number
151/1991 (The Policy of Government Politics Toward the Roma), which
officially declared the Roma as a nationality, adopted the title
Romovia, and guaranteed the multilateral cultural and ethnic development
of the Roma. Roma could freely declare their ethnicity for the first
time. In 1991, however, shockingly few 70 000 Roma declared themselves
as Roma, and in the year 2001 only 90 000.
Based on sociological surveys carried throughout the Roma communities
the estimate number of Roma population at present is 500 000.
Slovakia receives a multitude of grant money dedicated to solving the
issue of Roma communities. However, the combined effort of government,
foundations, NGOs, Romany leaders, universities, and individuals has not
proven yet to be successful in improving the educational achievement of
Romany students. Educational researchers have suggested that some of the
contributing factors include (a) perceptions of the value of education
and the resulting motivation to learn; (b) optional pre-school
education; (c) mastery of the Slovak language; (d) the parents' level of
education; cultural, social; (e) cultural/emotional responsiveness; and
(f) adaptation to the dominant society especially regarding hygiene and
work habits.
Since the end of the Second World War, the issue of adequate
education of Romany children in Slovakia has been the subject of debate
as well as the focus of educational and psychological research. Despite
sustained efforts, both during Communism and after 1989, an optimal
solution to the failing of Romany students has not yet been found. The
contemporary elementary or "special" school is a "foreign institution"
for Romany children. We agree with the notion that Romany children do
not like to attend these schools because there is a lack of respect for
their ethnic, cultural, social, and psychological differences. Enormous
effort for the efficiency of Romany children education is in recent
times has determined by the following facts:
- There is an increase in the number of the Romany children.
The Roma population evidences a considerable population growth (3.8 % in
the last ten years). The population in the remaining part of the
population shows decreasing trends (zero or minus index). Children below
14 years of aged represent 50 % of the Romany population. The projected
figure for 2060 is 50 % share of total population (Zelina, 2001).
- Sociologists, psychologists, and pedagogues claim that the
quality modern education model is the only way of reducing the problems
with Roma people.
Many Roma children have specific cognitive, affective and
sensory-motoric characteristics. This differences should be reflected in
the
process of education. The following gives some information on these
special characteristics.
- Specific pre-natal development influenced by the two groups of
factors: endogenous (inadequate care during pregnancy, frequent
gravidity, giving birth in too young or pre-climacteric ages, improper
eating habits, smoking, alcoholism, drugs); exogenous (ethnic,
determined by the Indian subcontinent origin of Roma people)
(Bernasovsk‡, Bernasovská, 2001).
- Socialising impact on the Roma children. Specific features of such
impact (Gáborová 2001) are obvious in the areas of:
A. Deferred development of language skills,
B. Low awareness due to the fact that Roma communities are often
secluded and isolated from majority neighbourhoods,
C. Overall risk factors and social pathology of their social
setting,
D. Underestimated role of education,
E. Other traditions,
F. Different eating habits,
G. Increased migration of the families,
H. High unemployment rate and invalidism of family
breadwinners
Such adverse socialising factors have a variety of impacts. In school
these are usually reflected in: (a) failure in school tasks, (b)
increased susceptibility to illnesses, (c) more frequent health and
mental disorders of children, (d) high rate of
absences(Kundrátová, 1995).
These conditions later lead to a lack of qualifications amongst Roma,
an almost 100% unemployment rate, a sociopathic way of life and
increased crime rate. The decreased cultural and social level of Romany
people thus creates a vicious circle. The society is aware that
overcoming it and reducing its negative impact is only achievable
through early and adequate education. This high quality of
institutionalised pre-school preparation of Romany children is therefore
an important first step towards education.
Kindergarten attendance of the Romany children in Slovakia in 2001
was approximately 5% (Ondrásová, 2002). In some regions it was
0% (Podhájecká). Earlier in the 1980s (under the socialist
regime), the kindergarten attendance of Romany children was subsidised
by the state: Romany children were preferred to the majority population
for free-of-charge stay in kindergarten.
The Romany children represent 72% of the pupils who failed in
Slovakia in the school year 2000-2001 (Ondrásová, 2002).
Compared to the other pupils, they tend to fail by 14 times more often,
5 times more often receive a lower mark assessing their conduct, 36
times more often leave the compulsory attendance earlier than in the
final grade (Fliegel, 1992).
Furthermore, a high percentage of Romany pupils have insufficient
command of the Slovak language when entering the school. This language
deficiency has far reaching consequences. Special language programs are
being developed to increase verbal competence of the Romany pupils. A
large proportion of Roma pupils stop their compulsory education in the
primary or upper junior grades --
a fact that makes educators and psychologists think over the
possibilities of accelerating school performance.
Assuming this, how do we improve the education of Romany children?
The following projects of education and care for Romany children have
been explored in Slovakia:
- The zero or preparatory grade, opened in primary schools.
- Education and recreation summer camps for Romany children.
- Whole day-long educational program.
- Remedial classes (special classes).
- Supplementary wages for the teachers of Romany pupils who have to
devote more time and attention to Romany pupils.
- The position of Romany Assistant.
Our department staff participated in longitudinal experimental
research. In the course of a year-long experiment they have observed,
tested and evaluated differences in the somatic, mental, social,
language and cultural development of the Romany children. One of the
research objectives was to observe:
(a) acceleration of successful school performance of Roma pupils;
(b) changes in social relationships in the mixed ethnicity classes (Roma
and non-Roma) and particularities of social preference in the Roma
class); and
(c) enhancing reading and writing skills, etc.
A Romany Assistant of the teacher represented one of the independent
variables of the experiment. The assistants role in the classes
comprised:
(a) auxiliary to the teacher;
(b) communication mediator;
(c) broker of cooperation between the teacher and pupils.
The studied sample included 5 experimental and 5 control classes;
however, a much greater number of classes engaging the Romany Assistant
have been established in Slovakia. The task of hiring a suitable person
for the position of the Romany Assistant proved not easy. One of the
prerequisites was a completed secondary education. Unfortunately, the
low educational level of the Romany people has restricted possible
selection. A classroom with a teacher and Romany Assistant served as a
micro-model of the encounter of two cultures with all indices typical
for such contact. Teachers quite often faced a low work ethic, increased
financial claims of the Assistant as well as absenteeism and reluctance
to co-operate. The researchers from our department in co-operation with
the Skola Dokorán (school wide open) Foundation have elaborated the
conception of further training for the position of the Romany Assistant.
The project's objective comprises enhancing of assistant's pedagogical
and psychological competencies. Many of the Romany assistants were
offered an opportunity to study at some of the pedagogical faculties in
the Slovak universities.
The research team analysed changes in pupils cognitive level in
experimental group after experimental intervention. Analysis of the
obtained data has proved the multilateral positive impact of the
assistant's presence (as a bearer of Romany culture and mediator between
school and parents) on the process of education. The results of the
experiment with the description of methodology and experimental
intervention are published in various magazines and books (Beisetzer,
2001; Belásová, 2001, Burgerová, 2001,
Kovalcíková, 2001, Portík, 2001).
In this paper, we would like to present partial results of a survey
that we conducted as part of our research project. The objective was to
discern the general teachers' and their Romany assistants' views and
attitudes towards:
- Working conditions in the classroom;
- Improving the quality of Romany children's education;
- The methods employed to foster mutual co-operation between teacher
and Assistant;
- Motivation for Romany assistants participation.
The survey sample consisted of 24 respondents (12 teachers and 12
Romany assistants), who were participants in a workshop called Anti-Bias
Education, held on the 12th of January, 2001 in Presov. All teachers and
Romany assistants polled were involved in the Head Start Project. In
this survey we used an anonymous questionnaire with 17 questions for
teachers and 15 questions for Romany assistants.
Regarding improving the quality of Romany children's education we
asked the following questions:
What would you recommend to improve the quality of education of
Romany children?
Teachers' Answers
- Obligatory pre-school preparation;
- Adapt Slovak language and math text books;
- Equip classes with teaching aids and audio-visual technology;
- Encourage participation in after-school clubs;
- Invite parents to visit classrooms;
- Involve parents in the classroom.
Romany Assistants' answers
- Obligatory parent involvement in the classroom;
- Train more Romany teachers;
- Create after-school activities;
- Provide visual equipment and materials;
- Create before and after school program for students including
free lunch.
What would you recommend to improve your working
environment?'
Teachers' answers:
- More teaching aids;
- Display work of Romany craftsmen in the classroom;
- Equip the class with suitable furniture;
- Create a personal hygiene center,
Romany Assistants' answers:
- More teaching aids;
- Keep an animal in the class (a canary, fish, etc. which students
can care for;)
- Provide a TV, a video player, and a cassette player;
- Display children's and teachers' photographs in a prominent
location in the class or in the corridor;
- Allow pupils to bring favourite items from home (toys, etc.);
- Create a "domaci kutik" (a home centre) in the class (including
a small table, armchairs, and a candle);
- Create a kitchenette in the class, so that the students learn how
to cook;
In what area, do you think, you need to improve, so that your
work with students is at a higher level? And what workshops and training
would you recommend?
Teachers' answers:
- Exchange ideas with other teachers who teach Romany students
(e.g. visits to other schools, observation of lessons, etc.);
- Acquire basics of Romany culture and language;
- Learn more about the use of choice-time activities;
- Learn about relaxation techniques;
- Meet Romany personalities (writers, musicians, etc.);
- Learn the methodology for teaching and assessment;
- Acquire a deeper knowledge of classroom's verbal and non-
verbal communication;
- Participate in workshops on multicultural and anti-bias
education;
Romany assistants' answers:
- Acquire knowledge about special pedagogy;
- Participate in workshops concerning co-operation of school and
family;
- Attend workshops exclusively for Romany assistants;
- Perfect one's own Romany language;
- Acquire basic teaching strategies;
- Participation in career ladder for Romany assistants;
Respondents' answers to the question, "What would you recommend
to improve your work environment?", confirm that they are not
indifferent to this issue. It is gratifying that the teachers' and
Romany Assistants' views on the asked issues are identical in a number
of cases. However, the views of the two groups differ in the question of
the possibility to improve the class environment. Romany assistants,
knowing the living environment of Romany students, offered interesting
proposals (creating a 'home centre', a small kitchenette, caring for a
small animal, etc.).
We probed teachers and Romany Assistants about their views and
attitudes towards mutual co-operation and the possibilities of its
improvement with the following questions:
Characterise your co-operation with the Romany
assistant.
Teachers' answers:
- Very good: 17 %
- Good: 58 %
- Satisfactory: 17 %
- Unsatisfactory: 8 %
- Almost none: 0%
Characterise your co-operation with the teacher.
Romany assistants' answers:
- Very good: 58 %
- Good: 42 %
- Satisfactory: 0 %
- Unsatisfactory: 0 %
- Almost none: 0 %
From the answers, it is apparent that Romany Assistants are more
satisfied with their mutual co-operation than teachers. The fact that
nobody has stated that he/she almost does not co-operate with the other
side is promising.
In which activity has the presence of the Romany assistant proved
itself most beneficial?
Teachers' answers:
- In co-operation with parents (visits of families, overcoming of
problems in mutual communication, school attendance, etc.);
- In the adaptation of the Romany students to the school
environment;
- As a class helper (handing out supplies, creating physical class
environment, etc.);
- In overcoming language challenges;
- In teaching procedures (e.g. during walks outside).
Most teachers (85 %) have specified that the presence of the Romany
Assistant was instrumental in communication and obtaining co-operation
with families. This can be fundamental when considering the future role
of the Romany Assistant in the class.
CONCLUSION
One of the ways to improve the interest of Romany children in
education is to involve members of their own ethnic group in the
education process. Since in general, the education level of Romany is
low, we cannot expect a sufficient number of Romany teachers with
university education, who could work with Romany students. A solution
may be the use of Romany Assistants in the classroom.
What exactly is the role of the Romany Assistant in the
classroom?
We view the Romany assistant as an integral team member who is in direct
contact with the students and their parents. Preferably the assistant
should be a member of the Romany community because both students and
parents will be better able to relate to them.
To provide Romany children with greater career opportunities it is
essential for the Romany community to change their attitude towards
education. The Romany Assistants can act as a role model due to their
professional status achieved through their own efforts.
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Alica Petrasova and Iveta Kovalcikova
Katedra pedagogiky a psychologie
Pedagogicka fakulta PU
Ul. 17 novembra
080 01 Presov
This paper was published in the Spring 2003 edition of the Newsletter
of the Division of International Special Education and Services (DISES),
The Council for Exceptional Children.
