Situated Learning in Young Romanian Roma Successful Learning Biographies

Autor/inn/en	Nistor, Nicolae; Stanciu, Dorin; Vanea, Cornelia; Sasu, Virginia Maria; Dragota, Maria
Titel	Situated Learning in Young Romanian Roma Successful Learning Biographies
Quelle	In: European Educational Research Journal, 13 (2014) 3, S.312-324 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2014.13.3.312
Schlagwörter	Foreign Countries; Ethnic Groups; Minority Groups; Informal Education; Social Environment; Biographies; Learning; Expertise; Interpersonal Competence; Qualitative Research; Statistical Analysis; Youth; Students; Communities of Practice; Romania + Suchen Sie Ihr Suchwort? Ausland; Ethnie; Ethnische Minderheit; Informelle Bildung; Nichtformale Bildung; Soziales Umfeld; Biography; Biografie; Biographie; Lernen; Expert appraisal; Interpersonale Kompetenz; Qualitative Forschung; Statistische Analyse; Jugend; Jugendlicher; Jugendalter; Student; Schüler; Schülerin; Studentin; Community; Rumänien
Abstract	European Roma are often associated with social problems and conflicts due to poverty and low formal education. Nevertheless, Roma communities traditionally develop expertise in ethnically specific domains, probably by alternative, informal ways, such as situated learning in communities of practice. Although predictable, empirical evidence of Romani situated learning practice and its socio-cognitive effects is scarce. This qualitative study with quantitative components outlines knowledge domains, social contexts, and the initiation and evolution of situated learning, along with their occurring frequencies, in eighteen biographies of young Romanian Roma students, from which four cases are presented in detail. The study suggests that situated learning is omnipresent in successful Roma learning biographies, and has positive, cognitive and social effects, such as expertise and social skills, which may prevent social exclusion and stigma. The conclusions are relevant for educational research, and for educators and policy makers involved in social work with Roma ethnics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10