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Intercultural Education for Sustainability in the Educational Interventions Targeting the Roma Student: A Systematic Review

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  • Norma Salgado-Orellana

    (Department of Research Methods and Diagnostic in Education, University of Granada, 18071 Granada, Spain)

  • Emilio Berrocal de Luna

    (Department of Research Methods and Diagnostic in Education, University of Granada, 18071 Granada, Spain)

  • Christian Alexis Sánchez-Núñez

    (Department of Research Methods and Diagnostic in Education, University of Granada, 18071 Granada, Spain)

Abstract

The ethnic and cultural diversity of today’s society demands an intercultural education that promotes equal opportunities and the inclusion of minority groups at risk of social exclusion. Various policies and governmental strategies are directed at favoring social inclusion and reducing situations of discrimination and exclusion. One of said ethnic minorities is the Roma community. This article talks about measures for reversing the high rates of absenteeism, dropout, and school failure. The aim of this systematic review in the educational context is to analyze programs and interventions that have been made to promote the educational inclusion of Roma students. Three databases were used—Scopus, Web of Science, and Eric—to examine 419 articles. After a selection, based on an inclusion criterion, which follows the guidelines given by the Declaration of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA), 17 articles were chosen for the analysis. The main findings shed light on data for programs and interventions developed mostly within the school setting and for students of elementary and secondary education, however, there are also interventions that are developed in the community and extracurricular context. The works are centralized in valuing the cultural diversity of the Roma people with the Roma students but not just exclusive to them. Highlighted is the implementation of teacher assistants and/or intercultural mediators from the Roma community to be role models or references for the students, and family education participation is considered common practice. Such characteristics in educational interventions contribute to an inclusive education in an intercultural and sustainable manner.

Suggested Citation

  • Norma Salgado-Orellana & Emilio Berrocal de Luna & Christian Alexis Sánchez-Núñez, 2019. "Intercultural Education for Sustainability in the Educational Interventions Targeting the Roma Student: A Systematic Review," Sustainability, MDPI, vol. 11(12), pages 1-20, June.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:12:p:3238-:d:239084
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    References listed on IDEAS

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    1. Battaglia, Marianna & Lebedinski, Lara, 2015. "Equal Access to Education: An Evaluation of the Roma Teaching Assistant Program in Serbia," World Development, Elsevier, vol. 76(C), pages 62-81.
    2. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    3. Matache, Margareta, 2017. "Biased Elites, Unfit Policies: Reflections on the Lacunae of Roma Integration Strategies," European Review, Cambridge University Press, vol. 25(4), pages 588-607, October.
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    Cited by:

    1. Claudia Meroni & Veronica Velasco, 2023. "School-Based Interventions for Migrant Students in the Framework of the Health Promoting Whole-School Approach: An Umbrella Review," Sustainability, MDPI, vol. 15(3), pages 1-29, January.
    2. Ángela Antúnez & María del Henar Pérez-Herrero & Pedro Rosário & Guillermo Vallejo & José Carlos Núñez, 2020. "Engagement SPIRALS in Elementary Students: A School-Based Self-Regulated Learning Approach," Sustainability, MDPI, vol. 12(9), pages 1-22, May.

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