The Disclosure of Roma Pupils' Learning Experiences via Future Literacy Approaches: The Case of a Supportive Education Program in the Region of Thessaly in Greece

Abstract

The present study provides insight on Roma students' understandings and experiences during their participation in a learning program under the aegis of Future Literacy Approaches and reports on the range of cognitive and social skills which can be cultivated through such literacy experiences. A case study research design was applied with an after-school evening class attended by 12 Roma students in a region of Greece. Thematic analysis of the qualitative data indicates that Roma students' engagement in the Future Literacy tasks of the program strengthened the acquisition of skills that could be useful for their daily lives, including the capacity to construct their own representations of daily life, and finding creative solutions to real-life situations. Activities provided students with the space and time to express their aspirations for self-empowerment and changed life conditions in the future. Findings provide one way to address the urgent need for Roma to challenge marginalization through leveraging their own active roles as citizens.

Citation

Stavrianoudaki, A., Govaris, C., Magos, K., Gana, E., Kaldi, S. and Stahopoulou, C. (2023), "The Disclosure of Roma Pupils' Learning Experiences via Future Literacy Approaches: The Case of a Supportive Education Program in the Region of Thessaly in Greece", Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Approaches to Teaching and Teacher Education (Advances in Research on Teaching, Vol. 43), Emerald Publishing Limited, Leeds, pp. 199-216. https://doi.org/10.1108/S1479-368720230000043020