Examining the Impact of the Recognition of Irish Traveller Ethnic Minority Status on Education through the Lens of Nancy Fraser

Educational Research

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Examining the Impact of the Recognition of Irish Traveller Ethnic Minority Status on Education through the Lens of Nancy Fraser. / McGrath, P.
In: Journal for Critical Education Policy Studies, Vol. 22, No. 1, 18.04.2024, p. 101-134.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Bibtex

@article{1976dbaec11c4175912cb3c5058cea3f,

title = "Examining the Impact of the Recognition of Irish Traveller Ethnic Minority Status on Education through the Lens of Nancy Fraser",

abstract = "This paper examined the impact of the 2017 Recognition of Irish Travellers as an Ethnic Minority through the lens of Fraser{\textquoteright}s model of justice. A number of interviews were held with a community development worker, a Traveller support worker, a Traveller education officer and three groups of Traveller women in relation to the impact of the recognition, and several themes emerged. Overall, the recognition as an ethnic minority was celebrated by Traveller organisations but for Travellers in the community there was little to no impact on their daily lives and on education provision, and no impact on Traveller status and recognition of the Traveller culture. Gaps in educational provision persisted with insufficient literacy and other learning supports. Awareness of Traveller culture was needed in schools for staff and students, and discrimination continued to be an issue.",

author = "P. McGrath",

note = "Export Date: 30 May 2024",

year = "2024",

month = apr,

day = "18",

language = "English",

volume = "22",

pages = "101--134",

journal = "Journal for Critical Education Policy Studies",

issn = "2051-0969",

publisher = "Institute for Education Policy Studies",

number = "1",

}

RIS

TY - JOUR

T1 - Examining the Impact of the Recognition of Irish Traveller Ethnic Minority Status on Education through the Lens of Nancy Fraser

AU - McGrath, P.

N1 - Export Date: 30 May 2024

PY - 2024/4/18

Y1 - 2024/4/18

N2 - This paper examined the impact of the 2017 Recognition of Irish Travellers as an Ethnic Minority through the lens of Fraser’s model of justice. A number of interviews were held with a community development worker, a Traveller support worker, a Traveller education officer and three groups of Traveller women in relation to the impact of the recognition, and several themes emerged. Overall, the recognition as an ethnic minority was celebrated by Traveller organisations but for Travellers in the community there was little to no impact on their daily lives and on education provision, and no impact on Traveller status and recognition of the Traveller culture. Gaps in educational provision persisted with insufficient literacy and other learning supports. Awareness of Traveller culture was needed in schools for staff and students, and discrimination continued to be an issue.

AB - This paper examined the impact of the 2017 Recognition of Irish Travellers as an Ethnic Minority through the lens of Fraser’s model of justice. A number of interviews were held with a community development worker, a Traveller support worker, a Traveller education officer and three groups of Traveller women in relation to the impact of the recognition, and several themes emerged. Overall, the recognition as an ethnic minority was celebrated by Traveller organisations but for Travellers in the community there was little to no impact on their daily lives and on education provision, and no impact on Traveller status and recognition of the Traveller culture. Gaps in educational provision persisted with insufficient literacy and other learning supports. Awareness of Traveller culture was needed in schools for staff and students, and discrimination continued to be an issue.

M3 - Journal article

VL - 22

SP - 101

EP - 134

JO - Journal for Critical Education Policy Studies

JF - Journal for Critical Education Policy Studies

SN - 2051-0969

IS - 1

ER -

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