Abstract
Education is a key feature in the development of an agenda for a sustainable world. Education usually is associated with developing a responsible and ethical citizenship, aware of the main challenges for a sustainable development. Mathematics used to play a role as gatekeeper to achieve good educational performance. This article explores six case studies of Roma developing successful learning stories in learning mathematics. We identify five main characteristics in their educational trajectories that may explain Roma students’ success in the school. This article moves forward previous studies characterizing Roma cultural features of mathematics learning, reporting stereotypes towards Roma in school. We conclude that in order to promote educational inclusion, successful stories may inform effective educational programs that, ultimately, may lead towards a sustainable education, including students from the most disadvantaged groups, as in the case of the Roma people.
Highlights
This article discusses how six Roma individuals have been able to address social and cultural stereotypes developing a successful learning story
We focus on the case of the Roma as a potential example to build success stories from high-excluded people and provide some insights to meet the United Nations (UN) goal of having an inclusive education for all
We address the research question of which characteristics of the educational trajectory of Roma people have contributed to their success in learning mathematics? This study is part of a larger research project investigating the response of individuals from ethnic minorities to overcome the [social] inequalities they face in the educational system when learning mathematics
Summary
This article discusses how six Roma individuals have been able to address social and cultural stereotypes developing a successful learning story. Their struggle to overcome inequalities provides insights to counteract the situation of exclusion that many Roma students suffer in mainstream schools. The final statements of this article are supported by an exploratory study, based on the use of qualitative methodology This case illustrates a potential approach to fulfil the United Nations (UN) Sustainable Development Goals to transform education for a better world. A literature review is presented, followed by the methodology used Drawing on such analysis, we aim to answer the question: Which characteristics of the educational trajectory of Roma people have contributed to their success in learning mathematics? Some preliminary conclusions are presented at the end, providing suggestions for further research that may further explore this contribution
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