'The More Successful, the More Apolitical'. Romani Mentors' Mixed Experiences with an Intra-Ethnic Mentoring Project

Autor/inn/en	Bereményi, Bálint Ábel; Girós-Calpe, Roser
Titel	'The More Successful, the More Apolitical'. Romani Mentors' Mixed Experiences with an Intra-Ethnic Mentoring Project
Quelle	In: British Journal of Sociology of Education, 42 (2021) 5-6, S.881-897 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bereményi, Bálint Ábel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1941765
Schlagwörter	Mentors; Minority Groups; Competence; Sociocultural Patterns; Social Change; Metacognition; Self Concept; Citizen Participation; Youth Programs; Foreign Countries; Ethnic Groups; Neoliberalism; Governance; Nongovernmental Organizations; Interpersonal Relationship; Spain + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Kompetenz; Soziokulturelle Theorie; Sozialer Wandel; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstkonzept; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Jugendsofortprogramm; Ausland; Ethnie; Neo-liberalism; Neoliberalismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Spanien
Abstract	This paper discusses Romani mentors' mixed experiences, views and coping practices in an intra-ethnic 'natural mentoring' project targeting young Romani (more commonly known as 'Gypsy') students in Spain. The intervention transforms already existing intra-ethnic bonds into mentorships in local Spanish Romani communities. To meet the aims of this research, observations were conducted at mentors' follow-up meetings and other project activities, and individual semi-structured interviews were held with three female and three male mentors. The mentors' mixed views and experiences are analysed in four dimensions: competence, commitment, project operation and sociocultural change. From a critical stance, the results suggest that mentoring remains highly apolitical, having as its primary object 'people to be developed' and not the structure that is to do the developing. In this endeavour, mentoring is instrumentalized to create self-regulated 'active' citizens desiring to be acted upon through 'technologies of the self'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01