AN EVALUATION ON EXCLUSION AND DISCRIMINATION EXPOSED TO ROMA SOCIETIES

Authors

DOI:

https://doi.org/10.5281/zenodo.12740694

Keywords:

Roma communities, social exclusion, discrimination, stigmatization, structural inequalities, social closure

Abstract

The aim of this study is to demonstrate the importance of a discourse that draws attention to structural inequalities as a form of humanitarian approach rather than a discourse of deficiency, which has a stigmatizing, discriminatory and exclusionary content regarding Roma communities. In the literature review, programs of international organizations, government policies, reports of non-governmental organizations and academic research constitute the data group. In this study, discrimination and exclusion experienced by the Roma community in the world and in Turkey are discussed in the context of two different discourses. The discourse of deficit and cultural discrimination uses a "victim-blaming" discourseto argue that Roma deserve the disadvantaged conditions in which they find themselves, whereas the discourse of structural inequalities and exclusion draws attention to their lack of access to macro policies, employment and education opportunities and their discrimination and exclusion as a result. In other words, while one side develops a form of discourse that Roma "deserve" the conditions they are in, the other side develops a form of discourse that they are "exposed to”.

Author Biography

Mustafa ÇAĞLAYANDERELİ, Mersin Üniversitesi

Undergraduate: Selçuk University, Department of Sociology, 1992

Master's Degree: Cumhuriyet University, Institute of Social Sciences, Department of Sociology, 1995

PhD: Istanbul University, Institute of Social Sciences, Department of Sociology, 2005

References

Adaman, F., & Keyder, Ç. (2006) Türkiye’de büyük kentlerde gecekondu ve çöküntü mahallelerinde yaşanan yoksulluk ve sosyal dışlanma. Sosyal İçerme Belgesi, No: VC/2005/015. Avrupa Komisyonu: Çalışma, Sosyal İşler ve Fırsat Eşitliği Dairesi.

ADC Memorial (2013). The situation of children belonging to vulnerable groups in Russia. Anti-Discrimination Centre Memorial. https://adcmemorial.org/wp-content/uploads/crs_eng_www.pdf

Akiner, S. (1997). Central Asia: Conflict or stability and development? Minority Rights Group International Report, 96/6. https://minorityrights.org/app/uploads/2023/12/download-420-central-asia-conflict-or-stability-and-development.pdf

Akkan, B. E., Deniz, M. B., & Ertan, M. (2011). Sosyal dışlanmanın Roman halleri. Edirne Roman Kültürünü Araştırma Geliştirme Yardımlaşma ve Dayanışma Derneği (EDROM), Boğaziçi Üniversitesi Sosyal Politika Forumu (SPF), Anadolu Kültür.

Alpar, G. 2003 Kırıkkale, Ankara ve İstanbul'da Yaşayan Üç Çingene Grubu Arasında Kimlik, Aile ve Eğitim (yayınlanmamış yüksek lisans tezi) Yeditepe Üniversitesi

Arayıcı, A. (2008). Avrupa’nın Vatansızları Çingeneler. Kalkedon.

Baker, B. D., Green, P., & Richards, C. E. (2008). Financing Education Systems. Pearson Merrill Prentice Hall.

Benninghaus, R. (1991). Les Tsiganes de la Turquie orientale, Études Tsiganes, 3(91): 47-53.

Bereiter, C. (1969). The future of individual differences. Harvard Educational Review, 39, 310-318.

Bessler, N. (2010). Batı Avrupa edebiyatında Çingeneler. Suver, H. vd. (yay. haz.), Bir Çingene yolculuğu içinde (s. 93-100). Fatih Belediyesi.

Blalock, Jr., H. M. (1967). Toward a theory of minority-group relations. John Wiley & Sons.

Büyük Larousse. (1992). Çingeneler. Büyük Larousse Sözlük ve Ansiklopedisi, Cilt 6 içinde (1. bs., s. 2737).

Candlin, C. N. & Crichton, J. (2011). Introduction. Candlin, C. N. & Crichton, J. (eds.), In Discourses of deficit (p. 1-22). Palgrave Macmillan.

Cengiz, H. A. (2022). XVI. yüzyılın ilk yarısında eski Zağra Kazası’ndaki Romanlar üzerine bir araştırma, Vakanüvis Uluslararası Tarih Araştırmaları Dergisi, 7(1): 1-22.

Cortina, A. (2022). Aporophobia - why we reject the poor instead of helping them. A. N. W. (trans.), Princeton University.

Çağlayandereli, M., & Tamaç, S. (2023). Illich’çi söylemin teorik değeri üzerine bir söylem analizi. Journal of Applied and Theoretical Social Sciences, 5(4): 326-361. https://doi.org/10.37241/jatss.2023.96

Çayır, K. (2012). Gruplararası ilişkiler bağlamında ayrımcılık. Çayır, K. & Ceyhan, M. A. (der.). Ayrımcılık çok boyutlu yaklaşımlar içinde (s. 5-15). İstanbul Bilgi Üniversitesi.

Davis J. E. (2005). Black boys at school: Negotiating masculinities and race. R. Majors (ed.), In Educating our Black children: New directions and radical approaches (p. 169-182). Routledge.

Esch, E. (2011). Epistemic injustice and the power to define: interviewing Cameroonian primary school teachers about language education. Candlin, C. N. & Crichton, J. (eds.). In Discourses of deficit (p. 235-255). Palgrave Macmillan.

Filmer, D., Gatti, R., Rogers, H., Spatafora, N., & Emrullahu, D. (2022). Education and health. Cerra, V., Eichengreen, B., El-Ganainy, A., & Schindler, M. (eds.), In How to achieve inclusive growth (p. 497-538). Oxford.

Foucault, M. (1987). Söylemin düzeni. T. I. (çev.), Hil.

Gezgin, E. (2015). Çanakkale Fevzipaşa Mahallesi'nde Roman kimliğinin oluşumu üzerine bir saha çalışması [Yayınlanmamış doktora tezi]. Anadolu Üniversitesi.

Grant, C. A. & Ladson-Billings, G. eds. (1997). Dictionary of multicultural education. ORYX.

Gün, S. (2016). Etnikleşen yoksulluk: Çingeneler/Romanlar örneği [Yayınlanmamış yüksek lisans tezi]. Hacettepe Üniversitesi.

Harry, B., & Anderson, M. G. (1999). The social construction of high-incidence disabilities: The effect on African American males. Polite, V. C. & Davis, J. E. (eds.), In African American males in school and society: Practices and policies for effective education (p. 34-50). Teachers College, Columbia University.

Herrnstein, R. J. & Murray, C. (1994). The bell curve - Intelligence and class structure in American life. The Free Press.

IMF (October 2017). IMF fiscal monitor: Tackling inequality. International Monetary Fund. https://www.imf.org/-/media/Files/Publications/fiscal-monitor/2017/October/pdf/fm1702.ashx

Inzlicht, M., & Schmader, T. (2011). Stereotype threat - theory, process, and application. Oxford University.

Irvine, J. J. (1991). Black students and school failure - Policies, practices, and prescriptions. Praeger.

Irvine, J. J. (2003). Educating teachers for diversity - seeing with a cultural eye. Teachers College, Columbia University.

İlhan, S., & Fırat, M. (2017). Bir inşa süreci olarak çingenelik: kuramsal bir çözümleme. Fırat Üniversitesi Sosyal Bilimler Dergisi, 27(2): 265-276.

Jensen, A.R. (1972). Genetics and education. Harper & Row.

Kabeer, N. (2005). Social exclusion: concepts, findings and implications for the MDGs. DFID Strategy Paper on Social Exclusion, London: Department for International Development. https://www.researchgate.net/publication/267377288_Social_Exclusion_Concepts_Findings_and_Implications_for_the_MDGs

Karlıdağ, M., & Marsh, A. (2008). Türkiye’deki Çingene toplumu ve Çingene kimliği üzerine bir yazın taraması. Uzpeder, E., Danova Roussinova, S., Özçelik, S., & Gökçen, S. (yay. haz.). Biz buradayız! – Türkiye’de Romanlar, ayrımcı uygulamalar ve hak mücadelesi içinde (s. 137-156). EDROM & ERRC & HCA.

Kenrick, D. (2006). Çingeneler – Ganj’dan Thames’e. B. T. (çev.), Homer.

Kenrick, D. (2010). The A to Z of the Gypsies (Romanies). Scarecrow Press.

Kerbo, H. R. (2012). Social stratification and inequality: Class conflict in historical, comparative, and global perspective. McGraw-Hill.

Khaliq, M. (February 2020). Child poverty and education outcomes by ethnicity. Office for National Statistics. https://www.ons.gov.uk/economy/nationalaccounts/uksectoraccounts/compendium/economicreview/february2020/childpovertyandeducationoutcomesbyethnicity/pdf

Kirabo Jackson, C. (2020). Does school spending matter? The new literature on an old question. Tach, L., Dunifon, R., & Miller, D. L. (eds.), In Confronting inequality: How policies and practices shape children’s (p. 165-186). American Psychological Association.

Kneebone, E., & Reeves R. V. (April 2016). The intersection of race, place, and multidimensional poverty. Brookings. https://www.brookings.edu/articles/the-intersection-of-race-place-and-multidimensional-poverty/

Koca, A., & Avcı, C. (2017). Roman çocuklar: “Okuyacağız da ne olacak?”. Sulukule Gönüllüleri Derneği. https://insanhaklariizleme.org/vt/yayin_view.php?editid1=776

Kohl, H. (1969). The open classroom. Random House.

Kolukırık, S. (2008). Türkiye’de Rom, Dom ve Lom gruplarının görünümü. Hacettepe Üniversitesi Türkiyat Araştırmaları Dergisi, 8: 145-154.

Kozol, J. (1966). Death at an early age. Houghton-Mifflin.

Lafortune, J., Rothstein, J., & Schanzenbach, D. W. (2018). School finance reform and the distribution of student achievement. American Economic Journal: Applied Economics 10(2): 1-26.

Lewontin, R. C., Rose, S. & Kamin, L. J. (1985). Not in our genes - biology, ideology, and human nature. Pantheon Books.

Majors, R. & Gordon, J. U. eds. (1994). The American Black male - his present status and his future. Nelson-Hall.

Marushiakova, E., & Popov, V. (2014). Migrations and identities of Central Asian ‘Gypsies’, In Asia Pacific Sociological Association Conference: “Transforming Societies: Contestations and Convergences in Asia and the Pacific” (p. 1-22), 15-16.02.2014, Chiang-Mai, Thailand. http://rcsd.soc.cmu.ac.th/web/APSA2014/docmedia.php?type=1&page=2

McDade, T. W., Ryan, C. P., Jones, M. J., Hoke, M. K., Borja, J., Miller, G. E., Kuzawa, C. W., & Kobor, M. S. (2019). Genome-wide analysis of DNA methylation in relation to socioeconomic status during development and early adulthood. American Journal of Physical Anthropology, 169(1): 3-11.

Napp, C. & Breda, T. (2022). The stereotype that girls lack talent: A worldwide investigation. Science Advances, 8(10): eabm3689. https://doi.org/10.1126%2Fsciadv.abm3689

NHGRI (May 2022). Fact sheet: eugenics and scientific racism. National Human Genome Research Institute. https://www.genome.gov/about-genomics/fact-sheets/Eugenics-and-Scientific-Racism

Oakes, J. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Rand Corporation.

Ogbu, J. U. (1978). Minority education and caste - the American system in cross-cultural perspective. Academic Press.

Polakow, V. (1993). Lives on the edge: Single mothers and their children in the other America. University of Chicago.

Rampton, B. (2006). Language in late modernity - Interaction in an urban school. Cambridge University.

Richardson, D., Hoelscher, P., & Bradshaw, J. (2008). Child well-being in Central and Eastern European countries and the commonwealth of independent States. Child Indicators Research, 1(3): 211-250.

Schweiger, G., & Graf, G. (2015). A philosophical examination of social justice and child poverty. Palgrave Macmillan.

Singh, P. D., & Kumar, S. (2010). Social hierarchy and notion of educability: Experiences of teachers and children from marginalized and non-marginalized communities in Gaya, Bihar, India. Deshkal Publications. https://www.deshkalindia.com/img/inclusive_education/9_PDF.pdf

Sirin, S. R. (2005). Socioeconomic status and academic achievement; a meta-analytic review of research, Review of Educational Research, 75(3): 417–453.

Spradley, J. P. & McCurdy, D. W. (1972). The cultural experience: Ethnography in complex society. SRA.

Stein, A. (1971). Strategies for failure. Harvard Educational Review, 41(2), 158-204.

Stewart, M. ed. (2012). The Gypsy ‘menace’: Populism and the new anti-Gypsy politics. Hurst.

Stinson, D. W. (2006). African American male adolescents, schooling (and Mathematics): Deficiency, rejection, and achievement, Review of Educational Research, 76(4): 477-506.

Swadener, B. B. & Lubeck, S. eds. (1995). Children and families “at promise”: Deconstructing the discourse of risk. State University of New York.

Şener, C. (2006). Türkiye’de yaşayan etnik ve dinsel gruplar. Etik.

Taban, E. Y. (2010). Roman öğrencilerin eğitime erişimleri: Fatih İlçesi örneği (Yayınlanmamış yüksek lisans tezi). Beykent Üniversitesi.

Terman, L. M. (1916). The measurement of intelligence. Houghton Mifflin.

Terzi, L., Unterhalter, E., & Suissa, J. (2023). Philosophical reflections on child poverty and education. Studies in Philosophy and Education, 42: 49-63.

Tyack, D. (March 1989). The mismatch between schools and students who don’t fit them. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

UN HRC (2010). Report of the independent expert on minority issues: Addendum, Mission to Kazakhstan, A/HRC/13/23/Add.1, 2010. https://www2.ohchr.org/english/bodies/hrcouncil/docs/13session/A-HRC-13-23-Add1.pdf

UNESCO (2017). Global education monitoring report, 2017-8; Accountability in education: meeting our commitments. United Nations Educational, Scientific and Cultural Organization.

UNICEF (July 2016). Rapid review on inclusion and gender equality in central and Eastern Europe, the Caucasus and Central Asia. The United Nations Children’s Fund. https://www.unicef.org/eca/media/1061/file/Rapid_Review_On_Inclusion_Report.pdf

Uştuk, O. (2019). Emek pazarı ve kimliklenme ilişkisi; İzmir Urla Sıra Mahallesi Romanları örneği [Yayınlanmamış doktora tezi]. Hacettepe Üniversitesi.

Uzpeder, E., Danova Roussinova, S., Özçelik, S., & Gökçen, S. (2008). Biz buradayız! – Türkiye’de Romanlar, ayrımcı uygulamalar ve hak mücadelesi. EDROM & ERRC & HCA.

Valencia, R. R. (2020). International deficit thinking - Educational thought and practice. Routledge.

Villarreal, F. ed., (December 2010). Understanding employment and decent work challenges in Turkey: The situation of Roma in Turkey. Final Report - Contract Reference No: VC/2009/0365. FSG & ERRC & EDROM. https://www.errc.org/uploads/upload_en/file/understanding-employment-and-decent-work-challenges-in-turkey-december-2010.pdf

Walton, G. M. & Carr, P. B. (2011). Social belonging and the motivation and intellectual achievement of negatively stereotyped students. Inzlicht, M. & Schmader, T. (ed.). In Stereotype threat - theory, process, and application (p. 89-106). Oxford University.

Wintersberger, H. (2014). Childhood and inequalities: Generational distributive justice and disparities, Ben-Arieh, A., Casas, F., Frones, I., & Korbin, J. (eds.). In The handbook of child well-being (p. 1523-1561). Springer.

World Bank (2018). World development report 2018: Learning to realize education’s promise. World Bank. https://openknowledge.worldbank.org/bitstreams/bda7b0b6-f09a-5a52-9b97-1bf7eb6c3698/download

World Bank (April 2021) Brief: What is learning poverty? https://www.worldbank.org/en/topic/education/brief/what-is-learning-poverty

Yılmaz, T. T. (2023). Edirne'de Roman çocukların okul başarı durumlarının öğrenilmiş çaresizlik teorisi bağlamında değerlendirilmesi [Yayınlanmamış doktora tezi]. Mimar Sinan Güzel Sanatlar Üniversitesi.

Yiğitler, Ş. Ş. (2018). Çocuk romanlarında Çingenelik algısı ve Çingene çocuk imajı. Çocuk ve Medeniyet, 3(6): 83-111.

Published

2024-07-19

How to Cite

ÇAĞLAYANDERELİ, M., SEVER, H., & AÇIKALIN, N. (2024). AN EVALUATION ON EXCLUSION AND DISCRIMINATION EXPOSED TO ROMA SOCIETIES. SSD Journal, 9(45), 64–84. https://doi.org/10.5281/zenodo.12740694

Issue

Section

Articles

Similar Articles

<< < 3 4 5 6 7 8 9 10 11 12 > >> 

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)