Chapter 12: Educational Policy and Pedagogical Practice Impacting Gypsy, Roma, and Traveler Groups in the United Kingdom: Lessons for Neighboring Middle Eastern Countries

This chapter explores the experiences of Gypsy, Roma, and Traveler (GRT) children in London, England. It examines how good practice measures exist in schools and can work for the inclusion of GRT groups, who remain marginalized in education. The chapter argues that while GRT groups in England remain marginalized, this situation may be similar to other GRT minority ethnic groups in Europe and the Middle East. Research suggests that these groups continue to experience marginalization, exclusion, and discrimination at all levels, but particularly in relation to education and employment opportunities. This chapter suggests that if schools are to move toward inclusive education and social justice agendas, a whole-school approach is crucial not only in changing the attitudes of teachers and pupils, but in increasing the educational achievement and attendance levels of those groups who continue to remain on the margins and experience racism and discrimination in schools on a daily basis. This would further lead to greater acceptance and tolerance of GRT groups in society.