CambridgeJournalofEducation,20.PDF

Cambridge Journal of Education, 2013 Vol. 43, No. 4, 451–465, /10.1080/0305764X.2013.819068 Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning Ramón Flecha* and Marta Soler Department of Sociological Theory, University of Barcelona, Barcelona, Spain (Received 11 September 2012; fi nal version received 20 June 2013) Schools and communities may have a key role in reversing the cycle of inequality that the Roma suffer in Europe. Aiming at reducing existing inequali- ties, dialogic learning aims to ensure high levels of academic learning for all children, by involving the whole community through egalitarian dialogue. Less well known are the implications of this approach for the Roma in highly mar- ginalised areas. This article presents the results of a longitudinal case study in a Spanish primary school, undertaken as part of the European Union-funded INCLUD-ED Integrated Project. It reports on educational actions grounded in dialogic learning, which have succeeded in engaging families and communities in the school, the classroom and other learning spaces. Based on a dialogic school-based transformation, Roma families participated in children’s learning activities and decision-making spaces. We explore how these actions involving Roma families are developed and the effect they may have in improving learn- ing and engagement. Keywords: Roma; dialogic learning; transformation; school engagement; family participation Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning The large-scale European Union-funded research INCLUD-ED, Strategies for Inclu- sion and Social