KUBBEE

KUBBEE

KUBBEE

 

KUBBEE is a pilot English language learning app to support the learning of simple words and phrases. Download the app from Google Play.

KUBBEE is the outcome of a participative, digital and arts-based project with Roma families at Cuthbertson Primary School who coproduced a language learning app to support communication with schools and improve access to services and the wider community. The name of the app ‘KUBBEE’ is a play on the school’s nickname ‘cubby’. KUBBEE has five language options: Romanian, Slovak, Polish, Hungarian and English. The app has three learning sections – My Lessons, My Cards and Situations. Words are learned through a multiple-choice format and a unique ‘create a card’ feature which allows learners to create their own learning content by producing personalised flash cards to document and learn new vocabulary.

KUBBEE mobilná aplikácia

KUBBEE je pilotná verzia aplikácie na výuku angličtiny, ktorá pomáha s výučbou jednoduchých slov a fráz. Stiahnite si túto aplikáciu na  Google Play.

KUBBEE je výsledkom digitálneho a umeleckého projektu základnej školy Cuthbertson s rómskymi rodinami. Tato spolupráca umožnila vznik aplikácie na výučbu jazykov na podporu komunikácie so školami a zlepšenie prístupu k službám a širšej komunite.
Názov aplikácie “KUBBEE” je hra na prezývku školy “cubby”. KUBBEE má päť
jazykových možnosti: rumunčina, slovenčina, poľština, maďarčina a angličtina. Aplikácia má tri vzdelávacie sekcie – Moje lekcie, Moje karty a Situácie.

Výuka nových slov prebieha cez formát s možnosťou výberu a unikátnej funkcie “vytvoriť kartu”, ktorá umožňuje študentom vytvárať svoj vlastný vzdelávací obsah tým, že produkuje individuálne karty na dokumentovanie a učenie sa novej slovnej zásoby.

Aplicația KUBBEE

KUBBEE este o aplicație pilot de învățare a limbii engleze pentru a sprijini învățarea de cuvinte și fraze simple. Descarcă aplicația de pe Google Play.

KUBBEE este rezultatul unui proiect participativ, digital și bazat pe arte cu familiile de romi la școala primară Cuthbertson Primary School care au coprodus o aplicație de învățare a limbii pentru a sprijini comunicarea cu școlile și pentru a îmbunătăți accesul la servicii și comunitatea mai largă. Numele aplicației, ‘KUBBEE’, este un joc de cuvinte de la porecla școlii, ‘cubby’. KUBBEE are cinci opțiuni de limbă: română, slovacă, poloneză, maghiară și engleză. Aplicația are trei secțiuni de învățare – Lecțiile mele, Fișele mele și Situații. Cuvintele se învață printr-un format cu variante de răspuns multiple și o caracteristică unică ‘creează o fișă’ ceea ce permite studenților să își creeze propriul conținut de învățare producând fișe personalizate pentru a scrie și învăța un vocabular nou.

 PRACTITIONER SUPPORT MATERIALS

CONNECTING WITH THE COMMUNITY
CONNECTING WITH HOME
CONNECTING WITH THE CURRICULUM

Ro|M|App

Ro|M|App

Ro|M|App

Ro|M|App: The Roma multilingual app to support mobility and social change

ESRC IAA Project

STEP was successful in winning an ESRC Impact Acceleration Award to extend our Scottish Government research on ‘Digital media to promote community cohesion and inclusion for the women of the European Roma community in Scotland’.  This ESRC project (2017-2018) aims to extend the impact of our research, with a focus on increasing the reach and impact of our innovative language learning smartphone app designed by Roma women.

Five impact activities are now underway: translating the app into three further Roma dialects (eg, Slovak, Hungarian, Polish), improve the personal customisation function for users, capacity building user-driven workshops led by Roma women for Roma women, establish an online community for professionals with examples of innovative practice to support improvements in practice, and finally, STEP will host an interdisciplinary future thinking event with invited technologists, educators, community members and academic partners to explore the potential for the social shaping of technology to further meet the needs of the Roma community.

Look out for project updates and more information on STEP’s twitter @mobileandlearn

 

A test frame for the app layout (right)

Research publications, reports and information

Research publications, reports and information

Research publications, reports and information

STEP Publications

Duncan, P and Finn, M. 2018. The imagined educational futures of mobile cultures through children and youth voices, NEOS: Anthropology of Children and Youth, Issue 10 (1) pp. 4-5.  Download as pdf

Mobile children, young people and technology, STEP 2016.  Download report  YPTech-Report-

Mobile family literacy: investigating family literacy programmes for mobile communities and their potential to meet the needs of mobile family settings, STEP 2015. Download report  Mobileliteracy_Report

Transitions and Scottish Travelling Communities: A review of international transition models and insight from practitioners in Scotland to improve 0-18 transitions for travelling communities. Download report Transitions_Report Final

Padfield, P. and G. Cameron (2009). Inclusive Education for Children and Young People with Interrupted Learning in Scotland Traveller, Nomadic and Migrant Education. P. A. Danaher, M. Kenny and J. R. Leder. New York / London, Routledge: 17.

Padfield, P. (2008). Education at the margins: Learners outside mainstream schooling. Scottish Education: Beyond Devolution 3rd ed. T. G. K. Bryce and W. M. Humes. Edinburgh Edinburgh University Press.

Lloyd, G. and G. McCluskey (2008). Education and Gypsies/Travellers:’contradictions and significant silences’. International Journal of Inclusive Education: 331–345. Download as PDF

Padfield, P. (2006). Learning at a Distance Supported by ICT for Gypsies and Travellers: Young peoples’ views. Edinburgh, SEED Sponsored Research: 55

Padfield, P. (2006). Impact of the National Guidance: Inclusive Educational Approaches for Gypsies and Travellers, within the context of interrupted learning, schools and practice. Project 7 Final Report. Edinburgh Moray House School of Education, The University of Edinburgh: 68.

Padfield, P. (2005). Inclusive Educational Approaches for Gypsy/Traveller Pupils and their Families: an ‘urgent need for progress’? Scottish Educational Review Nov: 127-144. Download as PDF

Padfield, P. and E. Jordan (2004). Issues in school enrolment, attendance, attainment and support for learning for Gypsy/Travellers and school-aged children and young people based in Scottish local authority sites. Edinburgh, Moray House School of Education, The University of Edinburgh: 115.

Jordan, E. and Padfield, P. (2003) Education at the margins; outsiders and the mainstream,  in T.G.K. Bryce and W.M. Humes (eds.) Scottish Education; Post-Devolution, 2nd edition, Edinburgh University Press, Edinburgh. Download as PDF

Padfield, P. and B. Jordan (2003). “Are these really for us?” Laptops for Teachers of Pupils Educated in outwith school settings. Edinburgh, School of Education, The University of Edinburgh.

Padfield, P. and E. Jordan (2002). Interrupted Learning: laptops and their communicative possibilities. Edinburgh, Scottish Traveller Education Programme.

Jordan, E. (2002) Partnership approaches: new futures for Travellers, in J. Wearmouth, J. Soer and G. Reid (eds.) Addressing Difficulties in Literacy Development, RoutledgeFalmer, London.

Jordan, E. (2001) Exclusion of travellers in state schools,  in Educational Research, 43 (2); 117-132. Download as PDF

Jordan, E. (2001) From interdependence, to dependence and independence; home and school learning for Traveller children, in Childhood: A Global Journal of Child Research, 8 (1); 57-74 Download as PDF

Jordan, E. (2001) Interrupted Learning; the Traveller paradigm in British Journal of Learning Support, 16 (3); 128-134.

Bancroft, A. (2000). Current Gypsy Research (Review Article). Nationalism and Ethnic Politics 6(3): 123-125.

Jordan, E. (2000) Outside the mainstream,  in A. Hill (ed.) Scottish School Board Association Millennium Book. Download as PDF

Jordan, E. (2000) The exclusionary comprehensive school system; the experience of showground families in Scotland, in P.A. Danaher (ed.) Mapping International Diversity in Researching Traveller and Nomadic Education, International Journal of Educational Research, 33 (3) 253- 263.

Jordan, E. (2000) The inclusive school; effective education for secondary age Travellers, in E. Hornburg (ed.) Die Schulsituation von Sinti und Roma in Europa, Frankfurt-am-Main. (Publisher??)

Jordan, E. (2000) Traveller Pupils and Scottish Schools, in SCRE Spotlights, 76, http://www.scre.ac.uk/spotlight/spotlight76.html.

Jordan, E. (1999) Travelling towards inclusion, in EFECOT Newsline, 23.

Jordan, E. (1998) Teacher Training for Inclusion, paper for Gypsy Traveller Conference, Centre de Recherches Tsiganes, Universite Rene Descartes, Perpignan.

Jordan, E. (1998) The Interrupted Learner; the Traveller paradigm, paper for Association of Teachers of Travelling People, Dublin.

Jordan, E. (1997) Education for Travellers or Creating Equality of Opportunity in State Education, in J. de Heer-Deuhe (ed.) Intercultural Education and Education of Migrant Children, Utrecht.

Jordan, E. and Homes, P. (1997) The interrupted learner; whose responsibility? in J. Bastiani (ed.) Home-School Work in Multi-cultural Settings, David Fulton, London.
Jordan, E. (1996) Education for Travellers in E. Befring (ed.) Teacher Education for Equality, ATEE, Oslo

Lloyd, G and Stead, J. (2002) Including Gypsy Travellers in education, in Race Equality Teaching,21(1);21-24. Download as PDF

Lloyd, G and Stead, J. (2001) ‘The boys and girls not calling me names and the teachers to believe me’.  Name calling and the experiences of Travellers in school, in Children and Society, 15; 361-374.

Lloyd, G. and Norris, C. (1998) From difference to deviance: the exclusion of gypsy-traveller children from school in Scotland in International Journal of Inclusive Education, 2 (4); 359-369. Download as PDF
Lloyd G., Stead, J., Jordan, E. and Norris, C. Teachers and Gypsy Travellers, in Scottish Educational review, 31(1);48-65. Download as PDF

McKinney, R. (2003) Views from the margins; Gypsy/travellers and the ethnicity debate in the new Scotland, in Scottish Affairs, 42.

 

 

Academic articles relating to Gypsy, Roma and Traveller (GRT) and social justice education

Marcus, G. (2016). Closing the attainment gap: What can schools do? SPICe Briefing SB 16/68, 19th August, 2016
Download as PDF
http://www.parliament.scot/ResearchBriefingsAndFactsheets/S5/SB_16-68_Closing_The_Attainment_Gap_What_Can_Schools_Do.pdf

Marcus, G. (2015). Marginalisation and the voices of Gypsy/Traveller girls, Cambridge Open-Review Educational Research e-Journal (CORERJ), 1 (2); 55-77.
Download as PDF
http://corerj.educ.cam.ac.uk/v1n22015/index.html

Sime, D., and R. Fox (2015). Home abroad: Eastern European children’s family and peer relationships after migration. Childhood, 22(3); 377-393.
Download as PDF
10.1177/0907568214543199

Arshad, R. (2013) Race Equality in Scottish Education in Scottish Education, Bryce, T. G. K. and W. M. Humes, Fourth Edition, Edinburgh University Press.

Arshad, R. (2012) Schools and Social: Implication for practice in Social Capital, Children and Young PeopleCatts, R. and J. Allan (eds), Policy Press.

Arshad, R., Wrigley, T. and Pratt, L. (2012) Social Justice re-examined: dilemmas and solutions for the classroom teacher, Trentham Books, London.

Konstantoni, K. (2012). Children’s peer relationships and social identities: exploring cases of young children’s agency and complex interdependencies from the Minority World in Children’s Geographies, 10(3); 337-346.
Download PDF
http://www.tandfonline.com/doi/abs/10.1080/14733285.2012.693382

McCluskey, G. G., Kane, J., Lloyd, G., Stead, J., Riddell, S., and E. Weedon (2011). ‘Teachers are Afraid we are Stealing their Strength’: A Risk Society and Restorative Approaches in SchoolBritish Journal of Educational Studies59(2); 105.
Download PDF                                                                                                       10.1080/00071005.2011.565741

Munté A., Serradell, O., and T. Sordé (2011). From research to policy: Roma participation through communicative organization. Qualitative Inquiry, 17; 256–266. Download as PDF
http://journals.sagepub.com/doi/abs/10.1177/1077800410397804

Clark, C. (2008). Introduction themed section care or control? Gypsies, Travellers and the state. Social Policy and Society, 7(1); 65-71.
Download PDF
10.1017/S1474746407004010

Clark, C. (2001). Invisible Lives’: The Gypsies and Travellers of Britain. Unpublished PhD Thesis, Edinburgh: University of Edinburgh.
Download PDF
https://www.era.lib.ed.ac.uk/bitstream/1842/8716/2/Clark2001.pd

Web links

Online article: Marques, K. (2012). What We Learned From Leicester: Bringing Inclusive Education for Roma Children to the Czech Republic, Open Society Foundations

https://www.opensocietyfoundations.org/voices/what-we-learned-leicester-bringing-inclusive-education-roma-children-czech-republic

Report: Open Society Foundations, Strategic Litigation Impacts: Roma School Desegregation (2016). Open Society Foundation, New York. Download PDF

https://www.opensocietyfoundations.org/sites/default/files/strategic-litigation-impacts-roma-school-desegration-20160407.pdf
Report: Open Society European Policy Institute, Revisiting the EU Roma Framework: Assessing the European Dimension for the Post-2020 Future (2017). Open Society European Policy Institute, Brussels. Download PDF

https://www.opensocietyfoundations.org/sites/default/files/revisiting-eu-roma-framework-20170607.pdf

Online article: Kelly, E. (2013). Open Society Foundations and the World Bank Get Behind Education for Roma, Open Society Foundations

https://www.opensocietyfoundations.org/voices/open-society-foundations-and-world-bank-get-behind-education-roma

World Bank (2013). Serbia: Educating All Children Equally.
http://www.worldbank.org/en/results/2013/04/09/educating-all-children-equally-in-serbia
Asenov, R., Jasarevic, M., de Laat, J. and B. Kits (2013). A Good Start (AGS): scaling-up access to quality services for young Roma children: case study of the Roma Education Fund Pilot Project. Washington, DC; World Bank.
Download PDF

http://documents.worldbank.org/curated/en/157601468299078947/A-Good-Start-AGS-scaling-up-access-to-quality-services-for-young-Roma-children-case-study-of-the-Roma-Education-Fund-Pilot-Project

Online article: Gentleman, A. (2017). Fighting Gypsy Discrimination: ‘What People Ask Me is Insulting’, The Guardian.

https://www.theguardian.com/world/2017/may/16/gypsy-travellers-discrimination-stigma-poster-campaign

Organisation in London’s facebook page: https://www.facebook.com/LonGypsyTraveller/

Sparking Creative Change: enabling inter-agency work with mobile families

Sparking Creative Change: enabling inter-agency work with mobile families

Sparking Creative Change

A participative seminar enabling inter-agency work with mobile families

 

Following a successful funding bid to the University of Edinburgh’s knowledge exchange and impact grant (KEI), STEP hosted a 1 day  seminar to inspire dialogue around a key research output from our research into mobile family learning – The Mobilities Partnership Model. The aim was to understand further how ‘the model’ can be used to support inter-agency work with mobile families. The participative event, held at Moray House School of Education, brought together health, education, social service and criminal justice practitioners to generate new knowledge and ways of working.  Delegates were prompted to look beyond the traditional learning spaces of school and home and apply ‘the model’ to explore alternative material and non-material spaces for learning. The varied content of the seminar – such as personal accounts from practitioners, mobile families’ experiences of community-led projects, insights from international experts in the field (David Cameron and Paul Collard), and empirically-based evidence – inspired practice around mobility and education, and spurred interesting dialogue across sectors.  For more information about the event see the case study featured on the University of Edinburgh’s website.

Children and young people’s views on education, new media and digital technology

Children and young people’s views on education, new media and digital technology

Children and young people's views on education, new media and digital technology

Digital technology has become immersive in all aspects of society.  For young people from mobile communities, many of whom face on-going barriers to education such as interrupted learning and limited access to curriculum and resources, digital technology has the potential to be transformational.  But what do children and young people think about the role of technology in everyday life and their education?  This project explored children and young people’s practices around new media and digital technology to better understand their habits around everyday devices.  It elucidate attitudes towards education and the importance of technology in learning and mobile lifestyles. We asked 20 children and young people from mobile communities what they think. Click HERE to see our early results.