Caught in the Crossfire: LGBT+ Traveller Intersectionality in Post-Brexit Britain

This study aimed to investigate a gap in research regarding the contemporary experiences of individuals who identify as both LGBT+ and Traveller through an intersectional lens in post-Brexit Britain. To fully explore this issue three research questions were formulated; Question 1: What are the experiences of individuals that identify with the LGBT+ community and the Traveller community? Question 2: What are the perceptions of Travellers in the LGBTQ+ community? These questions were explored through both qualitative and quantitative data gathered by two online surveys, which consisted of responses from both LGBT+ Travellers and LGBT+ Non-Travellers who were recruited by the method of snowball sampling via social media, the quantitative data was analysed using descriptive statistics and the qualitative data was analysed using thematic coding. The results presented a negative experience for LGBT+ Travellers who felt the need to hide their identity and experienced discrimination in the identified theme of stereotyping in LGBT+ spaces. This research identified a lack of visibility of LGBT+ Traveller identity, in both Traveller and British society which has led to a negative impact upon this intersectional identity, predominantly causing an inability to authentically participate in either community.

Descolonizando la Cultura Gitana: un Ensayo sobre la Autorrepresentación y la Identidad "Gitana"

Este artículo tiene como objetivo discutir el concepto de “cultura gitana” y su descolonización, a partir del debate sobre interfaces estereotipadas creadas y mantenidas por el imaginario social occidental y sus sistemas simbólicos, como el sentido común, las artes, los medios de comunicación y la ciencia. Tomando como principio el concepto de interculturalidad, apunto una perspectiva decolonial a la “identidad gitana”, enfatizando la importancia de la autorrepresentación romaní para el fin de los estereotipos, los prejuicios, la invisibilidad y el silenciamiento que históricamente nuestras comunidades han sufrido en todos los países occidentales, ya sea en Europa o América. En el primer tema abordo la descolonización del concepto de cultura, trayendo la perspectiva de la interculturalidad como lucha anticolonial y la categoría de cultura como dimensión política. A continuación, propongo la descolonización del concepto de “gitanos”: romper con los estereotipos y el racismo, cuestionando los procesos históricos de denominación y clasificación identitaria de las “comunidades gitanas”. En el tercer tema, concluyo reflexionando sobre la descolonización de la “cultura gitana” y reafirmando nuestras múltiples identidades.

La Inmigración Gitana “Oficial” a la Argentina a través del Caso de Migrantes Rom por Vía Marítima entre 1911 y 1947

La legislación decimonónica que regulaba las migraciones a la Argentina se endureció ante el intento de reforzar el orden y el control social en el territorio. Como producto de esto último se formuló una idea sobre el tipo de “indeseables” que no debían bajar del barco. Los gitanos fueron algunos de los principales afectados, pues se restringió su paso en diferentes momentos. Este artículo se propone analizar en qué situación se encuentra la investigación al respecto fundamentándose sobre una reflexión en torno a la pertinencia de las fuentes primarias que pueden ser empleadas y el diálogo crítico con el poco trabajo publicado hasta la fecha. Además, a modo de ejemplo de caso, se examinará el perfil de los pasajeros gitanos llegados a Buenos Aires en las primeras décadas del siglo XX. Para ello se partirá de un análisis social que entiende la migración como un conflicto político y cultural.

The Distance Learning in Bulgaria over the Past School Year: What Has Happened During the COVID-19 Pandemic

The article focuses on the impact of the Covid crisis on schools with Roma children/ children from vulnerable groups. It presents data from three similar questionnaires carried out by Center Amalipe among 200 schools in Bulgaria, members of the network “Every student ccan be a winner”. The articles presents how the schools managed to cope with the pandemic, adapt and find new ways of teaching during the last year and a half. It presents the position of the educational mediators and their role for preventing Roma children from additional drop out during the distance learning period.

Assessing the Impact of Community Centre’s on Roma Integration: A Study of Eastwood

During the last 10 years, Roma have become the second largest and the most deprived ethnic minority in Rotherham and thus, the local authority has put Roma integration as a priority in terms of community planning and development. Due to the complexities around Roma integration and the government budget cuts to public spending, the local authorities rely on community centres to fill gaps in improving the Roma integration and their quality of life in the UK. This article aims to assess the impact of a community centre on Roma integration, specifically, focusing on the Eastwood area of Rotherham. The research methods included semi-structured interviews of professionals that regularly engage with Roma community and the Roma residents of Eastwood. The case study findings show that the Eastwood community centre plays a vital role in the Roma integration. Some of the main contributing factors include their expertise and the ability to effectively engage with the Roma community. However, this paper only touches upon the issue of Roma integration in the UK, which means that more comprehensive and a larger scale of research is needed to improve the processes of Roma integration and the integration of other communities in similar settings

The Uglier Side of Bonnie Scotland: the Tinker Housing Experiments

The aim of this paper is to illumine the insidious and covert nature of the racially motivated programme of measures, implemented by the State Party and other key stakeholders in Scottish society, ostensibly designed to crush and eradicate age-old Scottish Gypsy Traveller culture. To best rationalise those actions committed necessitates exploration of various themes: the treatment meted out, the mindset underpinning those actions, the attitudinal context, the intersectionality of the human rights violations and the long term effects of the damage sustained, both at an individual and collective level, by those subjected nationally to such assimilatory schemes, culminating in an inquisition of the reasons furnished by the Scottish Government for its subsequent refusal to grant an apology to the victims – despite repeated appeals to that end. The methodology will include personal photographs, reference to historical papers, relevant newspaper articles, and files from both national and local authority archives. The corollary of these investigations will conclude that the human rights of Scottish Gypsy Travellers have been irrefutably violated under international law; this has been executed with impunity by the authorities and, inarguably, constitutes a crime against humanity.

Education Transforms Lives: from Deep Poverty to Cultural Agent and Activist. Anikó Orsós and the Amrita Association

Roma women are the focus of this article and the Spotlight offers a Roma woman’s testimony as a starting point. The article weaves in the personal narrative of the now director of a Roma organisation based in Hungary and combines the individual journey of Anikó Orsós , a Roma woman, educator, activist and human rights defender. Orsos is the president of Amrita Association and this paper describes the work of the association while also allowing her own reality to reflect the transformative potential of education.

Los Gitanos como otro y como horizonte de otredad en la Hispanoamérica colonial (s. XV a XIX)

La historia de los Gitanos en América hispana ha sido escasamente abordada. Unos pocos investigadores registran su presencia en el continente a partir de documentos encontrados en los archivos de Indias, en los autos de fe de la Inquisición, en bandos coloniales, y en políticas migratorias y de control social. Este artículo tiene por objetivo plantear un estado de la cuestión a partir de fuentes primarias y secundarias que documentan el periodo colonial (s. XV – XIX). Se utiliza un enfoque histórico de larga duración, para analizar leyes y pragmáticas destinadas al permiso o restricción de los Gitanos en las Nuevas Indias, y los registros de su presencia en el continente. En el último apartado se indaga un elemento poco estudiado: lo gitano como horizonte de otredad y como marco cognitivo del colonizador europeo orientador de su praxis colonial en tierra americana. Se observa, como principal hallazgo, que la dimensión representativa de lo gitano parece haber funcionado como categoría instrumental, unidad de medida de la alteridad, para interpretar al indio y, a partir del s XVIII también lo gaucho, en la sociedad colonial.

Análisis del Impacto Social del Curso de Acceso a La Universidad (GAU) del Plan Integral Pueblo Gitano de La Generalitat de Catalunya

La situación social y educativa del Pueblo Gitano es claramente alarmante: únicamente un 1% ha conseguido finalizar estudios universitarios, mientras que casi un 35% del resto de la población posee estudios superiores. El Antigitanismo, así como prácticas no avaladas por la comunidad científica, como la segregación educativa, explican esta situación de exclusión. En este sentido, desde el Plan Integral del Pueblo Gitano (PIPG) se está desarrollando un Grupo de Acceso a la Universidad (GAU) para personas gitanas mayores de 25 y 45 años, basado en la Actuación Educativa de Éxito de Formación de Familiares. Este artículo recoge los resultados de un estudio realizado en el marco de un trabajo de final de grado, orientado a analizar el impacto de dicho curso y el papel del PIPG en el éxito social y educativo de la comunidad gitana. La investigación se ha llevado a cabo a través de una metodología comunicativa de corte cualitativo, utilizando análisis documental y entrevistas en profundidad a actores claves. La investigación sugiere que tanto el PIPG como el GAU están contribuyendo de una manera clara a la inclusión educativa del Pueblo Gitano, y a la superación de la exclusión social de gran parte de esta comunidad. Estos resultados se muestran fundamentales para transformar la situación de esta comunidad, y especialmente para mejorar la eficacia y eficiencia de la intervención social y educativa con el Pueblo Gitano.

Dialogic Literary Gatherings: Opening Up Spaces of Meaning Creation and Social Transformation for Roma People

Dialogic Literary Gatherings (DLGs) were created in La Verneda-Sant Martí Adult School, located in one of the poorest working-class neighborhoods in Barcelona (Spain) at the time, in 1978, by a group of non-academic women referred to as the “other women” (Puigvert, 2001). They were created with the aim of tearing down elitist walls which impeded low Socioeconomic Status, migrant, Roma, people with no academic studies or belonging to other excluded groups in society from reading universal classics of literature (Flecha, 2000). None of the participants in the first DLGs had university studies, and yet, they were able to read, understand, enjoy and debate works of authors such as Kafka, Lorca, Dostoyevsky, or Joyce. Moreover, as the scientific research conducted over these years has shown, DLGs have promoted great benefits among these populations, from fostering access to higher education, to increasing their self-esteem, or to becoming transformative agents in front of injustices. DLGs are based on dialogic learning, which is comprised of seven principles. This paper focuses on two of these principles: creation of meaning and transformation. Through reviewing empirical works about DLGs in Spain with adult participants, I argue that the dialogic interactions in which DLGs are grounded and the use of universal classic literature promote participants’ creation of meaning and transformations in their own lives and social contexts.