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From Learner-Centered to Learner-Driven Sustainability Education
Open AccessArticle

Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics

1
Faculty of Education, University of Barcelona, 08035 Barcelona, Spain
2
Department of Sociology, Autonoma University of Barcelona, 08193 Barcelona, Spain
3
Faculty of Psychology and Education, University of Deusto, Ikerbasque Research Fellow, 48007 Bizkaia, Spain
4
Department of Pedagogy, University Rovira i Virgili, 43007 Tarragona, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2018, 10(7), 2191; https://doi.org/10.3390/su10072191
Received: 15 May 2018 / Revised: 14 June 2018 / Accepted: 22 June 2018 / Published: 27 June 2018
(This article belongs to the Special Issue Teaching and Learning for Sustainability)
Education is a key feature in the development of an agenda for a sustainable world. Education usually is associated with developing a responsible and ethical citizenship, aware of the main challenges for a sustainable development. Mathematics used to play a role as gatekeeper to achieve good educational performance. This article explores six case studies of Roma developing successful learning stories in learning mathematics. We identify five main characteristics in their educational trajectories that may explain Roma students’ success in the school. This article moves forward previous studies characterizing Roma cultural features of mathematics learning, reporting stereotypes towards Roma in school. We conclude that in order to promote educational inclusion, successful stories may inform effective educational programs that, ultimately, may lead towards a sustainable education, including students from the most disadvantaged groups, as in the case of the Roma people. View Full-Text
Keywords: sustainability; Roma children; education; mathematics teaching and learning; transformative learning; social change sustainability; Roma children; education; mathematics teaching and learning; transformative learning; social change
MDPI and ACS Style

Díez-Palomar, J.; Sanmamed, A.F.F.; García-Carrión, R.; Molina-Roldán, S. Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics. Sustainability 2018, 10, 2191.

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