‘For a generation the Gypsy/Traveller community have not felt that they have been included or belonged within the school system.’
(Gould, 2017)
inclusion and belonging
There are numerous definitions of ‘inclusion’. Ainscow, Dyson, & Booth forefront children’s presence, participation and achievement (2009). In this way, inclusion and exclusion are linked together such that the former involves the active combating of the latter and inclusion is seen as an ongoing process. Schools may need to take action to prevent the discrimination, disadvantage, and exclusion that can affect how some children such as Gypsies and Travellers are included.
In order to feel included and to succeed in schooling, it is necessary for children to feel a sense of belonging and comfort within the school (Gould, 2017). When we use terms such as inclusion/exclusion we focus on the actions of schools and their staff. However, when we speak about belonging, we can shift our focus towards the experience of the child. In this way we are mindful that belonging is a personal, intimate experience that is narrated by the child, themselves (Antonsich, 2010).
Three aspects of school belonging: relationships, environment and pedagogy.
Relationships
A history of mistrust and suspicion between Gypsies and Travellers and authorities, arising from a history of institutionalised prejudice and mistreatment means that developing mutually beneficial relationships of trust and positive communication can sometimes be challenging’. (Sweeney and Matthews 2017).
Being able to develop a relationship with a single member of staff who children and families can trust is known to have a significantly positive effect on families’ experiences of education (Levinson, 2015). Children also stated the importance of knowing who they could turn to and the value of a staff member who could support them with work when they fell behind (Gould, 2017). In terms of peer relationships, some children described feeling more safe and secure when they could reconnect with other members of their community at break times (Myers & Bhopal, 2009).
Environment
For many children there was a view that racist incidents were not dealt with and teaching staff turned a blind eye because of their ethnicity. Some even reported racist incidents by staff. (Bloomer, Hamilton & Potter, 2014).
Belonging will be experienced through the whole school ethos. Families will feel respected when they know that the school does not tolerate racism and when it has positive representations of their culture in all aspects of school life.
Curriculum
The curriculum was not thought to meet GRT needs. Many curriculum areas, particularly in secondary schools, were felt to be of limited value to the future lives of GRT children and young people. Some felt that after literacy and numeracy had been mastered schools had little to offer (Levinson, 2015, Bloomer, Hamilton & Potter, 2014).
Children and families will experience a sense of belonging when they see their own lives and culture represented in the curriculum. They will feel valued when other children understand more about their histories and the discrimination they have experienced.