Abstract
The aim of this paper is to examine the risks and challenges related to cooperation of pedagogical assistants (PAs) with Roma parents/families and working with Roma pupils, as well as to offer further insight into ways to overcome the risks and challenges. Roma pupils and parents/families face numerous difficulties in education, which are reflected in prejudice, stereotypes and discrimination. The educational policy measure of introducing PAs, formerly known as Roma teaching assistants, to the educational system of Serbia, aimed to contribute to the learning and social participation of Roma pupils and establishing cooperation between school staff and Roma parents. The further segregation of Roma pupils and reduced engagement of the teachers in supporting Roma pupils and fostering communication with Roma parents are seen as the possible risks that could be related to the engagement of PAs. In order to minimize the risks we are proposing a framework for defining and understanding the roles of teachers and PAs from intercultural perspective. Relying upon two concepts ̶ intercultural sensitivity (IS) and intercultural competence (IC), we elaborate the necessity of perceiving cultural differences in accordance with the ethnorelative worldview, both by the teachers and PAs. In addition, we outline the cognitive, affective and behavioural aspects of IC, which we believe they should possess. Further recommendations regarding the engagement of PAs and minimizing the risks and challenges are proposed.
Highlights
In Serbia, as in the other countries of the Western Balkans and Southeast Europe, the most vulnerable and disadvantaged communities belong to the Roma minority (Save the Children, 2001)
Teachers do not want to work on cooperation with Roma families and provide support for learning (Duvnjak et al, 2010, p. 46). Another interesting study, entitled Assessment of Teachers’ Capacities and Needs for the Development of Inclusive Education, undertaken with 811 teachers (Đelić et al, 2012), reported that only 10 percent of respondents stated that assistants are engaged in cooperation with the family, while 16 percent stated that they are engaged in providing meals, cloths and other material preconditions for the education of Roma pupils
We argue that introducing PAs in schools could enhance the risk of segregation of Roma pupils by impeding communication with 88 establishing cooperation between roma families and schools in serbia peers and/or the teacher, as well as the risk of reduced engagement of the teachers in some aspects of their professional role
Summary
In Serbia, as in the other countries of the Western Balkans and Southeast Europe, the most vulnerable and disadvantaged communities belong to the Roma minority (Save the Children, 2001). According to LoF, the 78 establishing cooperation between roma families and schools in serbia role of a PA consists of four basic tasks: 1) providing assistance and additional support to children and pupils in accordance with their needs, 2) providing support to teachers and preschool teachers, as well as to school psychologists/ pedagogues, with theaim of improving their work with children/pupils who need additional support, 3) establishing cooperation with parents/caregivers, and 4) together with school principals, establishing cooperation with relevant institutions and the local community (Article 117). The results of the study indicated that the role of the RTAs was invaluable and successful (approximately 91 percent of Roma pupils improved their school achievements after Roma assistants were introduced), teachers did not engage in collaborative classroom teamwork with them. This framework corresponds to the definition of teachers’ professional competencies in Serbian legal documents as a set of necessary knowledge, skills and attitudes (LoF, 2009; Rulebook of Competency Standards for Teachers in Serbia, 2011)
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