Roma and their education in Cyprus: reflections on INSETRom teacher training for Roma inclusion

Abstract

In this paper, the authors report on the results of the implementation of the IN‐SErvice Training for Roma Inclusion (INSETRom) project in Cyprus and discuss conclusions relating to the school inclusion of Roma in the Greek Cypriot educational system. After presenting country‐specific information on Roma and the education of Roma in the Greek Cypriot educational system, the authors describe a needs assessment study which took place in the course of the INSETRom project in Cyprus. The data for this preliminary phase of the project were collected through semi‐structured interviews with Roma pupils and their parents, as well as their teachers, from the three schools attended by the largest numbers of Roma children in the Greek Cypriot educational system. Despite official policies of non‐segregation and employment of supportive measures, the data pointed to the marginalization of Roma children in the school system. On the basis of these findings, the authors then describe the design, implementation and evaluation of the teacher‐training programme that followed. The paper concludes with the discussion of contextual and methodological issues relating to teacher training for educating Roma students in multicultural school settings. The authors also reflect on factors beyond teacher training which need to be addressed if education is to become inclusive for all pupils in general, and Roma children in particular.