Literacy in English Gypsy communities: Cultural capital manifested as negative assets

American Educational Research Journal

Volumn 44, Issue 1, 2007, Pages 5-39

  Levinson, Martin P ^a  

^a UNIVERSITY OF EXETER   (United Kingdom)

Author keywords

Acculturation; Group boundaries; Gypsies; Integration; Literacy

Indexed keywords

EID: 34047248914     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831206298174     Document Type: Article

References (107)

1. Acton, T., & Kenrick, D. (1984). Romani Rokkeripen To-Divvus: The English Romani dialect and its contemporary social, educational and linguistic standing. London: Romanestan.
2. Acton, T., Marselos, V., & Szego, L. (2000). The development of literary dialects of Romanes and the prospects for an international standard dialect. In T. Acton & M. Dalphinis (Eds.), Language, Blacks and Gypsies: Languages without a written tradition and their role in education (pp. 59-70). London: Whiting and Birch.
3. Adler, P. A., & Adler, P. (2002). The reluctant respondent. In J. Gubrium & J. Holstein (Eds.), Handbook of interview research. London: Sage.
4. Aikman, S. (1999). Intercultural education and literacy: An ethnographic study of indigenous knowledge and learning in the Peruvian Amazon. Amsterdam: John Benjamins.
5. Andereck, M. (1992). Ethnic awareness and the school: An ethnographic study. Newbury Park: Sage.
6. Barany, Z. (2001). The socio-economic impact of regime change in Eastern Europe: Gypsy marginality in the 1990s. East European Politics and Societies, 15(1), 64-113.
7. Barth, F. (1998). Ethnic groups and boundaries: The social organization of culture difference. Prospect Heights, IL: Waveland.
8. Barton, D. (1994). Literacy: An introduction to the ecology of written language. Oxford, UK: Basil Blackwell.
9. Barton, D., & Hamilton, M. (1998). Local literacies: Reading and writing in one community. London: Routledge.
10. Barton, D., Hamilton, M., & Ivanic, R. (Eds.). (2000). Situated literacies: Reading and writing in context. London: Routledge.
11. Belton, B. A. (2005). Questioning Gypsy identity: Ethnic narratives in Britain and America. Walnut Creek, CA: Alta Mira.
12. Bhabha, H. (1994). The location of culture. London: Routledge.
13. Bhopal, K. (2004). Gypsy travellers and education: Changing needs and changing perceptions. British Journal of Educational Studies, 52(1), 47-64.
14. Cannon, J., & the Travellers of Thistlebrook. (1989). Travellers: An introduction. London: Interchange Books.
15. Childs, J. A. (1976). The linguistic and cognitive development of young traveler children: A comparative study. Unpublished BPhil (Ed) thesis, University of Birmingham, UK.
16. Cook-Gumperz, J. (1986). Literacy and schooling: An unchanging equation? In J. Cook-Gumpertz (Ed.), The social construction of literacy (pp. 16-44). Cambridge, UK: Cambridge University Press.
17. Crawley, H. (2003). Moving forward: The provision of accommodation for Travellers and Gypsies. London: Institute of Public Policy Research.
18. Denzin, N. K. (1998). The art and politics of interpretation. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials. Thousand Oaks, CA: Sage.
19. Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research. London: Sage.
20. Department of Education and Science. (1967). Children and their primary schools (Plowden Report). London: HMSO.
21. Department of Education and Science. (1983). The education of Traveller children. London: HMSO.
22. Department of Education and Science. (1985). Education for all (Swann Report). London: HMSO.
23. Derrington, C., & Kendall, S. (2004). Gypsy Traveller students in secondary schools: Culture, identity and achievement. Stoke, UK: Trentham.
24. Dimas, T. (1975). L'analphabétisme des Tsiganes américains: Un facteur de conservation de leur culture. Etudes Tsiganes, 21(4), 14-15.
25. Eisenhart, M. A. (2002). Changing conceptions of culture and ethnographic methodology: Recent thematic shifts and their implications for research on teaching. In V. Richardson (Ed.), The handbook of research on teaching. New York: Macmillan.
26. Eisner, E. W. (1990, April). Objectivity in educational research. Paper presented at the annual meeting of the American Educational Research Committee, Boston.
27. Eisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan.
28. Engeström, Y. (1998, April). Distinguishing individual action and collective activity in the study of organizational literacy. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
29. Fonseca, I. (1996). Bury me standing - The Gypsies and their journey. London: Vintage.
30. Fordham, S., & Ogbu, J. (1986). Black students and school success: Coping with the burden of acting White. Urban Review, 18, 176-206.
31. Forray, K. R. (2003). Results and problems in the education of the Gypsy community. European Education, 34(4), 70-90.
32. Frankham, E. (1996, July). Contemporary Romani culture: An insider view. Paper presented at the International Conference on Romani Studies, University of Greenwich, UK.
33. Fraser, A. (1995). The Gypsies (2nd ed.). Oxford, UK: Basil Blackwell.
34. Freire, P., & Macedo, D. (1987), Literacy. Reading the word and the world. South Hadley, MA: Bergin and Garvey.
35. Gallego, M., & Hollingsworth, S. (2000). What counts as literacy? Challenging a single standard. New York: Teachers College Press.
36. Gay y Blasco, P. (1999). Gypsies in Madrid: Sex, gender and the performance of identity. Oxford, UK: Berg.
37. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Routledge.
38. Gee, J. P. (2000). The new literacy studies: From socially situated to the work of the social. In D. Barton, M. Hamilton, & R. Ivanic (Eds.), Situated literacies: Reading and writing in context. London: Routledge.
39. Geertz, C. (1988). Works and lives: The anthropologist as author. Stanford, CA: Stanford University Press.
40. Gheorghe, N. (1997). The social construction of Romani identity. In T. Acton (Ed.), Gypsy politics and Traveller identity (chap. 11). Hatfield, UK: University of Hertfordshire Press.
41. Gilmore, P. (1985). Gimme room: School resistance, attitude and access to literacy. Journal of Education, 167, 111-128.
42. Graff, H. J. (1979). The literacy myth: Literacy and social structure in the 19th century city. New York: Academic Press.
43. Hall, S. (1993). Cultural identity and diaspora. In P. Williams & L. Chriman (Eds.), Colonial discourse and post-colonial theory. New York: Harvester Wheatsheaf.
44. Hancock, I. (1975). Problems in the creation of a standard dialect of Romani: Part 1. Orthography. Washington, DC: ERIC.
45. Hancock, I. (1996, July). Pedagogical aspects of Romani language acquisition. Paper presented at the International Conference on Romani Studies, University of Greenwich, UK.
46. Hancock, I. (2000). Standardisation and ethnic defence in emergent non-literate societies. In T. Acton & M. Dalphinis (Eds.), Language, Blacks and Gypsies: Languages without a written tradition and their role in education (pp. 19-23), London: Whiting and Birch.
47. Hancock, I. (2002). The schooling of American Romanies: An overview. In H. Kyuchukov (Ed.), New aspects of Roma children education (pp. 30-51). Sofia, Bulgaria: Diversity.
48. Hawes, D., & Perez, B. (1995). The Gypsy and the state: The ethnic cleansing of British society. Bristol, UK: SAUS.
49. Heath, S. (1983), Ways with words. Cambridge, UK: Cambridge University Press.
50. Hughes, M., & Cousins, J. (1989). The roots of oracy: Early language at home and at school. In M. Maclure, T. Phillips, and A. Wilkinson (Eds.), Oracy matters. Milton Keynes, UK: Open University Press.
51. Hull, G., & Schultz, K. (2001). Literacy and learning out of school: A review of theory and research. Review of Educational Research, 71(4), 575-611.
52. Ivatts, A. R. (1972), Problems of educational policy design and implementation for a cultural minority - Gypsies. Paper presented at conference on "Social Deprivation and Change," University of York, UK.
53. Ivatts, A. R. (2005). A report on the infrastructure support for Gypsies/Travellers in Hampshire. Available from http://action.hants.org.uk/ PDFs/IDP/Appendix5GypsiesTravellers.pdf
54. Ivatts, A. R., & Janes, J. M. (1975). A report on secondary education: Catch 22 Gypsies. London: ACERT.
55. Jacobs, E., & Jordan, C. (Eds.). (1993). Minority education: Anthropological perspectives. Norwood, NJ: Ablex.
56. Kenny, M. (1997). The routes of resistance: Travellers and second-level schooling. Aldershot, UK: Ashgate.
57. Kenrick, D., & Bakewell, S. (1990). On the verge: The Gypsies of England. London: Runnymede Trust.
58. Kiddle, C. (1999). Traveller children - A voice for themselves. London: Jessica Kingsley.
59. Krizek, R. (1998). Lessons: What the hell are we teaching the next generation, anyway? In A. Banks & S. Banks (Eds.), Fiction and social research (pp. 89-113). London: Altamira.
60. Labov, W. (2000). The logic of non-Standard English. In J. Rutherford (Ed.), Identity, community, culture, difference. London: Lawrence & Wishart. (Original work published 1969)
61. Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge.
62. Lave, J. (1993). The practice of learning. In S. Chaikin & J. Lave (Eds.), Understanding practice (pp. 3-34). New York: Cambridge University Press.
63. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
64. Lee, K. W., & Warren, W. G. (1991). Alternative education lessons from Gypsy thought and practice. British Journal of Educational Studies, 39(3), 311-324.
65. Levinson, M. P. (2004). Navigating without fixed points: The perils of open-ended research. In P. N. Coombes, M. J. M. Danaher, & P. A. Danaher (Eds.), Strategic uncertainties: Ethics, politics and risk in contemporary educational research (pp. 130-142). Queensland, Australia: Post Pressed.
66. Levinson, M. P. (2005). The role of play in the formation and maintenance of cultural identity: Gypsy children in home and school contexts. Journal of Contemporary Ethnography, 34(5), 499-532.
67. Levinson, M. P., & Sparkes, A. C. (2004). Gypsy identity and orientations to space. Journal of Contemporary Ethnography, 33(6), 704-734.
68. Liegeois, J. P. (1986). Gypsies - An illustrated history. London: Al Saqi Books.
69. Liegeois, J. P. (1987). School provision for Gypsy and Traveller children: A synthesis report. Luxembourg: European Communities Commission, Office for Official Publications of the European Communities.
70. Liegeois, J. P. (1997). School provision for Gypsy and Traveller children. Luxembourg: European Communities Commission, Office for Official Publications of the European Communities.
71. Liegeois, J. P., & Gheorghe, N. (1995). Roma/Gypsies: A European minority (Report No. 95/4). London: Minority Rights Group.
72. Lincoln, Y., & Guba, E. (1985), Naturalistic inquiry. London: Sage.
73. Marvasti, A. B. (2004). Qualitative research in sociology. London: Sage.
74. Mayall, D. (2004). Gypsy identities 1500-2000: From Egypcyans and moon-men to the ethnic Romany. London: Routledge.
75. McBrien, J. L. (2005). Educational needs and barriers for refugee students in the United States. Review of Educational Research, 75(3), 329-364.
76. McCarty, T. L., & Watahomigie, L. J. (1998). Indigenous community-based language education in the USA. Language, Culture and Curriculum, 11(3), 309-324.
77. Moore, R. (2004). Cultural capital: Objective probability and the cultural arbitrary. British Journal of Sociology of Education, 25(4), 445-456.
78. Niner, P. (2003). Local Authority Gypsy/Traveller sites in England (Report by Centre for Urban and Regional Studies, University of Birmingham). London: Office of the Deputy Prime Minister.
79. Office for Standards in Education. (1996). The education of Traveller children. London: Author.
80. Office for Standards in Education. (1999). Raising the attainment of minority ethnic pupils, school and LEA responses. London: Author.
81. Office for Standards in Education. (2001). Managing support for the attainment of pupils from minority ethnic groups. London: Author.
82. Office for Standards in Education. (2003). Provision and support for Traveller pupils, London: Author.
83. Ogbu, J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities: A cultural ecological theory of school performance with some implications for education. Anthropology and Education Quarterly, 29, 155-188.
84. Okely, J. (1983). The Traveller-Gypsies. Cambridge, UK: Cambridge University Press.
85. Okely, J. (1997). Non-territorial culture as the rationale for the assimilation of Gypsy children. Childhood: A Global Journal of Child Research, 4(1), 63-80.
86. Packer, M. (2001). Changing classes. New York: Cambridge University Press.
87. Pearce, R. R. (2006). Effects of cultural and social structural factors on the achievement of White and Chinese American students at school transition points. American Educational Research Journal, 43(1), 75-101.
88. Portes, A,, & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. Berkeley: University of California Press.
89. Portes, A., & Zhou, M. (1993). The new second generation: Segmented assimilation and its variants. Annals of the American Academy of Political and Social Science, 530, 74-96.
90. Rassool, N. (1999). Flexible identities: Exploring race and gender issues among a group of immigrant pupils in an inner-city comprehensive school. British Journal of Sociology of Education, 20(1), 23-36.
91. Reese, L., & Gallimore, R. (2000). Immigrant Latinos' cultural model of literacy development: An evolving perspective on home-school discontinuities. American Journal of Education, 108, 103-134.
92. Reger, Z., & Gleeson, J. B. (1991). Romani child-directed speech and children's language among Gypsies in Hungary. Language in Society, 20, 601-617.
93. Reiss, C. (1975). Education of Travelling children. London: Macmillan.
94. Rogers, A. (2001). Problematising literacy and development. In B. Street (Ed.), Literacy and development: Ethnographic perspectives (Afterword). London: Routledge.
95. Rudmin, F. W. (2003). Critical history of acculturation psychology of assimilation, separation, integration, and marginalization. Review of General Psychology, 7, 3-37.
96. Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.
97. Smith, T. (1997). Recognising difference: The Romani "Gypsy" child socialisation and education process. British Journal of Sociology of Education, 18(2), 243-256.
98. Sparkes, A. C. (1995). Writing people: Reflections on the dual crises of representation and legitimation in qualitative inquiry. Quest, 47(2), 158-195.
99. Street, B. V. (1994). Cross-cultural perspectives on literacy. In J. Maybin (Ed.), Language and literacy in social practice (chap. 3). Clevedon, UK: Open University Press. (Original work published in 1984)
100. Street, B. V. (1993). Cross-cultural approaches to literacy. Cambridge, UK: Cambridge University Press.
101. Street, B. V. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London: Pearson Education.
102. Street, B. V. (Ed.). (2001). Literacy and development: Ethnographic perspectives. London: Routledge.
103. Taylor, M. J. (1988). Worlds apart: A review of research into the education of pupils of Cypriot, Italian, Ukrainian and Vietnamese origin, Liverpool Blacks and Gypsies. Windsor, UK: NFER-Nelson.
104. Taylor, A. (1997). Literacy and the new work-place: The fit between employment-oriented literacy and Aboriginal language use. British Journal of Sociology of Education, 18(1), 63-78.
105. Valdes, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. New York: Teachers College Press.
106. Vygotsky, L. (1986). Thought and language (A. Kozulin, Ed.). Cambridge, MA: MIT Press.
107. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York: Cambridge University Press.