In February 2022, Rosa Cisneros and Kauser Husain from Coventry University delivered an RTransform Workshop for the Widening and Participation team at Coventry University.
The session allowed for the RTransform team to present the project, discuss Successful Educational Actions, point to positive role models within the community, and highlight possible next steps. The session was titled: RTRransform: Improving Education for Gypsy, Roma, Travellers in the UK’s Higher Education System.
Rosa Cisneros (Coventry University) and Terezia Rostas (CYFP) delivered the RTranform Workshop on April 26th, 2022. The two met with the University of Sheffield staff and Faithstar team to support the education and teacher’s manual being developed that aims to discuss education and diversify sex education materials. Evie Muir from Sheffield University is tasked to create resources for teachers around Sex and Relationships, informed by parents of faith and culture. The research team reached out to Cisneros and Rostas to learn more about the RTransform project and the workshops.
In late April the online workshop was delivered to members of the research and teaching team and in Mid-May, the group will reunite to carry out an in-person workshop with grassroots Roma women from Sheffield, UK, where the National Coordination Committee including Lucia Mohamad will be present.
On the 10th of February, 2022 the RTransform UK team, which included Rosa Cisneros from Coventry University and Terezia Rostas from CYFP, helped develop the educational strand of their work. The workshop allowed the duo to meet and teach the Theatre Deli staff and to present the RTransform project and our work. The session opened up questions about engaging young Roma girls in their educational activities and highlighted how education is important to young people and the community. The workshop not only engaged the directors, key teachers, and facilitators of the educational side of Theatre Deli but also included the trustees and finance and marketing staff.
Drom Kotar Mestipen releases the video of the XX Roma Women Student Gathering of Catalonia, which took place last 23rd of October in the Catalan city of Tarragona. The activity, organized by the Romani Association of Women Drom Kotar Mestipen and hosted by the University Rovira and Virgili, gathered around 200 Roma women with the purpose of discussing education-related issues. The video shows some of the more important parts of the Gathering, such as the role model table, the main conference, or the working groups. DKM wants to thank all those who made this inspiring video possible.
On Friday 14th of November, the Educational WorkshopMeetingthat was performed by Drom KotarMestipen and the educator Andrea Khalfaoui within the framework of the European Project RTransform.eu was successfully completed!
Staff members from the organizations from Spain, Hungary, Greece, the UK, Romania that attended the Educational Workshop, and participate in the overall project implementation, concluded the specifications for the upcoming 20 Workshops. The Workshops will be held in the next period until June 2023 by each partner organization.
The aim of these Workshops is to train adult educators, youth workers, youth organizations, and training centers and institutions, on issues relevant to successful practices in education for grassroots women and people, particularly Roma women, whereas the Workshops will pursue also to provide room for open discussions relevant to examples of Roma Women that have overcome barriers in education.
Furthermore, at the Educational Workshop, the participants had the opportunity to analyze other successful practices, examples, and role models included in the research that has already been implemented by the consortium.
Stay tuned for the progress of the project and our forthcoming actions and news! Follow the project’s social media accounts such as Facebook, Twitter, and Instagram
In order to be able to develop Successful Educational Actions in schools, following the principles that govern learning communities6, an essential aspect is the training of teachers in the scientific and theoretical bases and evidence supported by the international scientific community. It is urgent to move from the occurrences in education to the evidence of improvement of the results of those educational actions that are proposed. For training material on this topic, click the following links: information is available in English, Spanish, Greek and Maltese.
This model of conflict prevention and resolution5 is based on dialogue as a tool to overcome inequalities. In the treatment of conflict, consensus among all parties involved on the rules of coexistence takes centre stage. This generates a dialogue shared by the entire community throughout the normative process (procedural ethics). This type of model allows a qualitative improvement of coexistence both in the centres and in the whole educational community. For training material on this topic, click the following links: information is available in English, Spanish, Greek and Maltese.
It is a form of participation based on the intervention of families and other community members in the formative spaces. Community members are also included in decision making processes that involve aspects that influence the students’ learning. For training material on this topic, click the following links: information is available in English, Spanish, Greek and Maltese.
Extended learning time, as the guide on learning communities3 explains, is a form of extension of the learning time that proposes the creation of spaces beyond school hours, in which students carry out activities accompanied by volunteers (teachers, family members and other community members). For training material on this topic, click the following links: information is available in English, Spanish, Greek and Maltese.
Family education consists, according to the INLCUD-ED guide4, of involving families and other members of the community in various learning activities at school. The learning activities can be very diverse, the only condition is that they are defined (content, organization and timing) by the participants themselves to ensure that the program responds directly to their needs and interests, and that they follow a dialogic orientation. Family education is based on previous theories and research that have already shown that fostering cultural and educational interactions between students and social agents, and more specifically with family members, improves student performance.
For training material on this topic, click the following links: information is available in English, Spanish, Greek and Maltese. Module 1 and 9