Investigating networks of culture and knowledge: a critical discourse between UK Roma Gypsies, Indigenous Australians and education

Abstract

Communities and families that substantially exist outside of mainstream society because of a different world view must cope with a range of difficulties in accessing formal education for their children. In the stronger economies however it should be expected that inclusive public systems of education, health, transport and housing are made available for all citizens regardless of background. This paper indicates that for UK Roma Gypsies and Indigenous Australians this is often not the case. Socio-cultural and economic factors that distinguish various communities set up major contradictions with systems of schooling that frustrate and alienate children and which distract from learning. Drawing on national and international scholarship, a number of epistemological principles are discussed that may assist both groups to participate in schooling, recognising that adoption of such principles will require significant educational change. The concepts of ‘discursive learning’ and ‘bricolage’ are advanced as a philosophical framework for researching and guiding policy and practice as the basis of more equitable and democratic schooling for all children.