07. Social Justice and Intercultural Education
Paper
Reflections of Geoeconomic Differences on Education: Eskisehir Case
Pınar Yavuz1,2, Hamit Özen1
1Eskisehir Osmangazi University, Turkiye; 2Ministry of National Education, Turkiye
Presenting Author: Yavuz, Pınar
(This work has been supported by Eskisehir Osmangazi University Scientific Research Projects Coordination Unit under grant number #2977)
Geoeconomics is increasingly positioning itself as a new field of study, offering an opportunity to analyze competition on the continuously evolving global stage through various dimensions such as geography, culture, strategy, and thought structure (Conway, 2000). In the context of international relations, it is observed that states are increasingly inclined to employ economic tools within the framework of their power policies.In these relationships, while the importance of military means diminishes, the role and significance of economic tools are progressively increasing. Luttwak (1990) introduced the term "Geoeconomics" to illustrate that states are competing with each other economically rather than militarily. Huntington (1993) posited that the power hierarchy among states would be determined not by military capacity but by economic strength. Sparke (1998) emphasized that geoeconomics should be holistically approached in conjunction with cultural, political, and economic geography. Scholvin and Wigell (2018) elucidated that the concept of geoeconomics, first introduced by Edward Luttwak, represents a shift in state power politics from military to economic strength. Barton(1999) highlighted that geoeconomics gained increased prominence in the post-Cold War era.Wigell and Vihma (2016) exposed Russia's methods of establishing geoeconomic dominance through its gas exports, while Gonca(2016) discussed China's establishment of geoeconomic sovereignty via the Silk Road. Karakaş (2021) highlighted the geostrategic and geoeconomic significance of Turkey's boron resources exploring Turkey's geoeconomic position and the status of three major global powers. The concept of "Geoeconomics" has been addressed in these various contexts. However, there has been a lack of research examining this concept in the context of education. Therefore, the importance of researching the term "Geoeconomics" in an educational context has emerged, focusing on how Turkey’s economic and geographical strengths, integrated with technology, can strategically enhance its prominence on the international stage. This study investigates whether education, from a geo-economic perspective, exhibits regional differences in terms of national development. In the study conducted by Wang et al. (2017), it was noted that geo-economic relationships are influenced by factors such as geographical location, economic factors, policy, and culture. Therefore, in this research, these four factors have been recognized as geoeconomic indicators and have been examined in detail within the context of education.To date, there has been no study in the literature that concurrently addresses geoeconomics and education.It is believed that this work, by correlating geoeconomics with the field of education, will make a significant contribution to the area. Furthermore, this research presents various recommendations to educational policymakers for addressing inequalities arising from geoeconomic differences. The aim is to enhance the academic success of students in regions that are disadvantaged from a geoeconomic perspective. This study, based on the results of the Districts' Socioeconomic Development Ranking Survey (District SEGE-2022) conducted by the Ministry of Industry and Technology, was carried out in high schools of Eskişehir's Odunpazarı, which has the highest level of socioeconomic development, and Han, which has the lowest. Within the scope of the research, the regional geo-economic differences of 10 high schools in these two districts were examined, and the effects of these differences on students' academic achievements were analyzed. The primary objective of the study is to determine the reflections of geoeconomic regional differences on student success in Turkey. The sub-objectives established in line with this main goal are as follows:
- What is the status of students in Odunpazari and Han districts in terms of geoeconomic factors?
- What is the impact of geoeconomic differences on academic achievements of students in Odunpazari and Han districts?
Methodology, Methods, Research Instruments or Sources UsedIn this study, a mixed-methodology approach has been adopted, utilizing the "Concurrent Triangulation" design and maximum sampling technique. The research focuses on examining the impacts of geoeconomic differences on education. For sample selection, the average scores of Basic Proficiency Test (BFT), which is first and mandatory phase for university entrance, were considered.From the high schools located in Eskişehir's Odunpazari district, three schools each with the highest, medium, and lowest BFT average scores were selected for the sample. A single high school in Han district was also included in sample.Based on these criteria, a total of 10 schools were identified. In the research, schools were named S1 (School-1), S2, S3, S4, S5, S6, S7, S8, S9, and S10, according to their BFT score rankings [S1, S2, S3 (the first third in success)], [S4, S5, S6 (the second third in success)], [S7, S8, S9 (the third third in success)]. Interviews were conducted with 2 students and 2 teachers selected from each school, totaling 40 interviews. Data collected through surveys from 40 participants and 10 school principals were analyzed. Geoeconomic differences of selected schools were determined using "Geoeconomic Differences Identification Survey" developed by researcher. Geographical location, economic status, cultural and political aspects of these schools were evaluated during this process.The research simultaneously carried out identification of geoeconomic differences and their reflections on education of students in selected schools through interviews. Subsequently, quantitative and qualitative results were compared.
According to Blackwill and Harris (2017), geostrategic power is contingent upon a country's local economic performance and its capacity to mobilize resources. These elements of power also define variables to be examined in this research. Within this context, quantitative aspect of study considers educational success as dependent variable and geoeconomics as independent variable.Geoeconomics is an independent variable defined through concepts such as culture, politics, economy, and geographical location.Dependent variable is academic achievement level of schools to be examined. Quantitative data were collected from school principals using a survey developed by researcher. Following analyses, impact of geoeconomics on educational success was determined. In qualitative dimension of mixed-method approach, effects of variables such as culture,politics, economy and geographical location related to geoeconomics on education were qualitatively examined through participant perceptions obtained from interviews.Findings from quantitative data were interpreted in comparison with these qualitative results. Consequently, this research analyzed the Odunpazari and Han districts of Eskişehir through lens of geoeconomic regional differences, examining how these differences reflect on education.
Conclusions, Expected Outcomes or FindingsSchool-1, School-5,and School-10 demonstrate impact of socio-economic challenges.School-1 and School-5,with limited resources,and low parental educational backgrounds,likely face challenges in providing conducive learning environment.School-10,affected by familial instability and troubled neighborhood,underscores correlation between socioeconomic stressors and academic performance.School-4 presents unique case.Despite its remote location and socio-economically disadvantaged student base,it achieves moderate success,highlighting critical role of parental involvement and teacher commitment.This suggests that socio-economic disadvantages can be mitigated to an extent by strong community and educational support systems.School-2 and School-3 face infrastructural challenges.School-2, constrained by its historical status, lacks modern educational facilities, which could impede integration of technology in learning.School-3’s lack of sports facility points to limited physical development opportunities for students.School-6 and School-7 offer more diverse socio-economic backgrounds,potentially providing more balanced educational environment.School-7,with significant number of students working part-time,also reflects economic pressures on families in community.School-8 shows disparity in parental education and employment,with notable level of unemployment among mothers.This could impact level of support and resources available to students at home.School-9, located in conflict-prone area, indicates how community dynamics can directly impact school environment and student behavior, emphasizing need for safe and stable learning environments as per Edmonds' principles.These schools illustrate complex interplay between location,economic conditions,and educational outcomes.Challenges faced by schools in socioeconomically disadvantaged areas,such as limited resources,lower parental involvement,and familial stressors,are evident.Conversely, moderate success of School-4 despite its disadvantaged setting underscores potential of community engagement and dedicated teaching to overcome economic and geographical barriers.Analysis also highlights need for adaptive educational strategies that consider unique geoeconomic contexts of each school.Addressing technological gaps, infrastructural limitations,and community-based challenges are crucial for creating equitable educational opportunities.Moreover,critical role of parental education and employment in shaping home environment and,by extension, student performance,is apparent.This suggests that broader socio-economic policies and interventions are necessary to address root causes of educational disparities,and to enhance school effectiveness across diverse geoeconomic landscapes.
ReferencesBarton, J. R. (1999). Flags of convenience: geoeconomics and regulatory minimisation. Tijdschrift Voor Economische en Sociale Geografie, 90, 142-155. https://doi.org/10.1111/1467-9663.00057
Blackwill, R. D., & Harris, J. M. (2017). War by other means: Geoeconomics and statecraft. Harvard University Press.
Conway, M. (2000). Geo-Economics: The New Science. Conway Data INc.
Edmonds, R. (1979). Effective schools for the urban poor, Educational Leadership, 37, 15–24.
Gonca, İ. B. (2017). Enerji güvenliği çerçevesinde Çin Halk Cumhuriyeti'nin Orta
Asya'daki jeo-ekonomik çıkarları. (Yayımlanma No. 488948) [Doktora tezi, Süleyman Demirel Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
Huntington, S. P. (1993). Why international primacy matters? International Security, 17(4), 68–83. https://doi.org/10.2307/2539022
Karakaş, A. V. (2021). Türkiye’de bulunan bor rezervlerinin jeostratejik ve jeoekonomik açıdan önemi. (Yayımlanma No. 679289) [Yüksek lisans tezi, Ankara Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
Luttwak, E. N. (1990). From geopolitics to geo-economics: Logic of conflict, grammar of commerce. National Interest, 20, 17–23. http://www.jstor.org/stable/42894676 adresinden 13.10.2022
Scholvin, S., & Wigell, M. (2018). Geo-economics as concept and practice in ınternational relations: Surveying the state of the art. Finnish Institute of International Affairs (FIIA) Working Paper, 102, 1-15. https://css.ethz.ch/en/services/digital-library/articles/article.html/dd73604f-ffee-44e2-8960-4ecd8927fa32
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Purkey, S. C., & Smith, M. S. (1983). “Effective schools: A review”, The Elementary School Journal, 83(4), 427-452.
Sanayi ve Teknoloji Bakanlığı, (2022). İlçelerin sosyo-ekonomik gelişmişlik sıralaması araştırması SEGE-2022. Ankara. https://www.sanayi.gov.tr/merkez-birimi/b94224510b7b/sege
Sparke, M. (1998). From geopolitics to geoeconomics: Transnational state effects in the borderlands. Geopolitics, 3(2), 62-98. http://dx.doi.org/10.1080/14650049808407619
Şirin, S. R. (2005). Socieconomic status and academik achievement: A meta analytic review of research. Review of Educational Research, 75,417- 453.
Wang, S., Xue, X., Zhu, A., & Ge, Y. (2017). The key driving forces for geo-economic relationships between China and ASEAN Countries. Sustainability, 9(12), 2363. http://dx.doi.org/10.3390/su9122363
Wigell, M., & Vihma, A. (2016). Geopolitics versus geoeconomics: The case of Russia’s changing geostrategy and its effects on the EU. International Affairs 92(3), 605–27. https://doi.org/10.1111/1468-2346.12600
07. Social Justice and Intercultural Education
Paper
Checking-in Checking-up: Educational Surveillance in a Time of Uncertainty, Teacher-Parent Interactions and Remote Schooling During the COVID19 Pandemic
Barbara Moore1, Dympna Devine1, Mags Crean2, Gabriela Martinez Sainz1, Jennifer Symonds3, Seaneen Sloan1
1University College Dublin, Ireland; 2Maynooth University, Kildare, Ireland; 3University College London, London, United Kingdom
Presenting Author: Moore, Barbara
In the context of the post-covid19 pandemic period of reflection on the worldwide impact of the crisis. A surfeit of social issues related to individual and structural responses to countrywide lockdowns, with implications for inclusion, equality or sustainability, have emerged. One significant area of concern is education, and research into the repercussions of the transitions and gaps that occurred during this time and implications for further response to national or international crises in this age of uncertainty are ongoing (Ducet et al., 2020; Moss et al, 2020).
School closure in Ireland during the Covid19 pandemic in March, 2020 was an unprecedented period in Irish education. Given that schooling took place ‘remotely’ with children in their homes, the period of school closures provided a unique opportunity to observe and examine the formation, dynamics and quality of relationships between families and teachers/schools and the impact they have on children’s education. To date the focus of international research has been on the effective pedagogical approaches developed during this period, critical questions about equality of access for different social groups of children and young people, including digital engagement, and their short or long-term wellbeing as a result of the transitions during this time (Crean et al., 2023; Donegan et al., Cullinane and Montacute, 2020). There is a gap in the literature however, in relation to the interactional and reflexive space where teachers and parents communicated about children’s experiences of learning and educators experiences of teaching. During the national physical closure of schools during the Covid 19 pandemic, remote schooling was recognised as a critically significant space for the continuity of children’s education (Moss et al. 2020). The positive interaction between teachers and parents was a significant finding in the ‘Children’s School Lives (CSL) Covid19 sub-study (Report 3, www.cslstudy.ie). The phrase ‘checking-in or checking-up’ as one teacher remarked however, captures the complexity faced by teachers in reaching out to parents whilst trying to maintain positive and non-judgemental relationships with families as they navigated the provision of educational support for remote learning. The key questions asked in this paper are: Firstly, how did principals, teachers and parents describe and define their experiences of ‘checking up/in’ during the remote learning period of the first Covid-19 lockdown? Secondly, to explore what were outcomes of negotiating this space at this time and to examine the broader national and international implications of these experiences, if any, for teaching and learning in similar crises, in the future?
We frame these experiences within the conceptual lenses of expanding normalisation of surveillance (checking up) (Hope, 2016) and reflexive practice (checking-in), during this unprecedented period in Irish education. We draw on the concept of ‘reflexive’ practices (Beck, Giddens, Lash, 1994) to analyse and understand the ‘checking-in’ experiences described by parents, principals and teachers that underpinned their motivation and resilience to engage with each other and provide children, with the best education they could under the often strained circumstanced of the extended lockdown period. Following on, the paper uses Page’s (2017), conceptualisation of three types of teacher surveillance: vertical (Educational institutions and school management); horizonal (peers, parents); and interpersonal (reflective, self-policing), to analyse and understand teacher’s experiences of multiple forms of ‘checking-in’, that has broad implications for the teaching profession, going forward. Analysis of the teacher-parent interactions cross-cuts common themes in educational research related to external/internal patterns of surveillance, power structures, parent and children’s voice, engagement, social justice and wellbeing.
Methodology, Methods, Research Instruments or Sources UsedThe paper utilises data from the ‘Children’s School Lives’ (CSL) national longitudinal cohort study of primary education in Ireland. The CSL study comprises a nationally representative quantitative study of 189 primary schools, as well as in-depth case study component, comprising of a 13 primary school sub-sample, and uses a cross-sequential longitudinal design, producing a rich set of mixed methods data. The study includes two cohorts of children and their families, Cohort A follows children from their transition from early- education into primary school (aged 4-5 years) onwards and Cohort B that follows children in second class (aged 7-8years) until their transition to secondary school (aged 12.13 years). The data for this paper was collected by the case study team during the Covid19 school closures when cohort A children were aged 4-5 years and cohort B children were aged 7-8 years and includes semi-structured interviews with principals, teachers and parents from the 13 case study schools, representing the qualitative aspect of the wider CSL study. All 13 schools regardless of socio-economic demographic background, demonstrated considerable commitment to develop and sustain remote teaching and learning in the challenging circumstances caused by the pandemic.
This paper utilises a grounded theory approach to examine the motivation, processes and outcomes for the ‘checking in and checking up’ dynamic, using qualitative data from the case study schools, that included 12 x principals, 13 x teachers and 28 x families within these schools, who has already made the long-term commitment to participate in the CSL study and were familiar with and consented to the broader aims of the study (Corbin and Strauss, 2015). Consequently, warm and supportive relationships already existed with many of the participants that provided a familiar, respectful and ethical collaboration between the research team and the contributors during this critical time. Schools were contacted at the beginning of the Covid19 related lockdowns and invited to participate in a sub-study of the CSL study in order to examine the impact of remote teaching and learning on children’s school lives. It is a testimony to the strength of the recruitment methods of the study that all schools participated in the interviews, apart from one principal, who had decided to retire. Interviews were conducted using telephone or ‘Zoom’. Semi-structured interview schedules were used and participants were encouraged to provide their own opinions and reflections during the interviews. Interviews were transcribed and analysed using MAXQDA.
Conclusions, Expected Outcomes or FindingsOur findings provide a critical insight into the inspiration and motivational stimulus for primary school principals and teachers response to the ‘risk’ to children’s education during the pandemic, as well as examining the role surveillance played in educators communications with children and families at this time. Findings, indicate that surveillance, in the form of contact and monitoring through technology, was promoted and in a sense, normalised through ‘risk’ discourses, and served to integrate the acceptance of invasive digital scrutiny of educational processes, for primary school children. This resulted in a blurring of boundaries between previously separate spheres of work, school and home for school staff and families, reflecting a fluid rather than fixed forms of surveillance. These findings have implications for power relations, wellbeing, sustainability, and social justice concerns for both children and families in disadvantaged schools and for the teaching profession, into the future.
ReferencesCorbin, J. and Strauss, A., (2015). Basics of Qualitative Research: Techniques and
Procedures for Developing Grounded Theory (16th ed.). Thousand Oaks, CA: Sage
Crean, M., Devine, D, Moore, B., Martinez Sainz, G., Symonds, Sloan, S., Farrell, E. (2023). ‘Social Class, COVID-19 and care: Schools on the front line in Ireland during the COVID19 pandemic. British Journal of Sociology of Education, Vol 44 (3) 452-466, DOI: 10.1080/01425692.2023.2174077
Donegan, A., Devine, D., Martinez Sainz, G., Symonds, J., Sloan, S. (2023). 'Children as co-researchers in pandemic times: power and participation in the use of digital dialogues with children during the COVID19 lockdown. Children and Society Special Issue: Children and Young People's Perspectives on and Experiences of COVID-19 in Global Contexts p. 235-253
https://doi.org/10.1111/chso.12665
Cullinane, C. & Montacute, R. (2020). COVID-19 and Social Mobility Impact Brief 1: School
shutdown. Sutton Trust. https://www.suttontrust.com/our-research/covid-19-and-social-mobility-impact-brief/ Accessed 28.11.22
Doucet, A.; Netolicky, D.; Timmers, K.; Tuscano, F.J. (2020). Thinking about Pedagogy in an Unfolding Pandemic: An Independent Report on Approaches to Distance Learning During Covid19 School Closures. Education International and UNESCO
https://issuu.com/educationinternational/docs/2020_research_covid-19_eng
Hope, A. (2016). ‘Biopower and school surveillance technologies 2.0’, British Journal of
Sociology of Education, 37:7, 885-904, DOI: 10.1080/01425692.2014.1001060
https://doi.org/10.1080/01425692.2014.1001060
Moss, G., Allen, R., Bradbury, A., Duncan, S., Harmey, S., & Levy, R. (2020). Primary
teachers’experiences of the COVID-19 lockdown – Eight key messages for policy
makers going forward. UCL Institute of Education.
Page, D. (2017). Conceptualising the surveillance of teachers, British Journal of
Sociology of Education, 38:7, 991-1006, DOI: 10.1080/01425692.2016.1218752
07. Social Justice and Intercultural Education
Paper
Intercultural Mediation for School to Work Transition as a Technique of Neoliberal Governmentality
Ábel Bereményi
Universitat de Barcelona, Spain
Presenting Author: Bereményi, Ábel
This study offers a preliminary analysis of the municipal cultural mediation service targeting the Roma population of a city in North-East Spain. I seek to understand to what extent this intervention favours the school-to-work transition (STWT) of Spanish Roma youth. This paper draws on a broader two-year-long, cross-country project funded by the European Commission. Here, I seek answer to two interrelated questions: 1) What are the achievements and challenges of a Roma intercultural mediation project in a local context? 2) To what extent a Roma intercultural mediation can contribute to structural changes?
The Roma population represents the largest ethnic minority in Spain, which has historically been targeted by public policies, often motivated by racist stereotypes, repressive political interests and have had negative socio-economic and psycho-affective consequences, contributing to the reproduction of their marginalized social position (Laparra, 2009; San Román, 1994). The Spanish Roma population is a highly heterogenous one in all aspects (Carrasco & Poblet, 2019; López de la Nieta, 2011). Nevertheless, a large part is overrepresented in the most disadvantaged sectors in the domains of education, employment, health and housing, also taking into account the growing racism and discrimination against them (Felgueroso, 2018; FOESSA, 2014, p. 201).
Intercultural mediation programmes have been increasingly promoted to ensure equal access of young people to public services, but results have been varying, and they have drawn criticism (Clark, 2017, p. 201; Kóczé, 2019; Kyuchukov, 2012) which can be summed up in the following: 1) they offer precarious labour conditions and inferior status of Roma mediators which imply their dependence on the organisation that runs the programme; 2) they are rarely involved in broader diagnosis, problem definition, planning, but rather are engaged in the daily management of scort-scale technical problems (conflicts, claims); 3) Their bi-cultural knowledge, and bi-cultural belonging is often instrumentalised by administrations or organisations in order to introduce changes in the community without substantial participation and negotiation processes; 4) Intercultural mediators are held accountable for the success/failure of interventions, avoiding an institutional/structural analysis of the causes (Helakorpi et al., 2019); 5) Their training focuses on the identification of individual or family level factors, and by their presence and intervention a “consensus narrative” is sought among the non-minority colleagues about the correct, mainstream meanings and action (Petraki, 2020). 6) The particular results of intercultural mediation do not justify it as a measure to apply for structural problems deriving from poverty, discrimination or social exclusion, which leads to the depoliticization of structural problems (Kóczé 2019).
Drawing on these critical insights, I analyse empirical data, relying on two main concepts: “neoliberal governmentality” (Foucault, 1988; Lemke, 2001; Miller & Rose, 1990; Pyysiäinen et al., 2017; Wacquant, 2012), and “activation” (Baar, 2012). In the observed city, programmes and services are available to improve the living conditions of Roma families, however, the Roma community tends access these services much less frequently than the rest of the population. Roma young people’s knowledge about programmes, services and other opportunities is scarce, biased and linked to people of reference such as teachers, monitors, social services technicians, or the intercultural mediator, among others, which creates reliance on parallel structures and preserve institutional/structural inequalities.
Methodology, Methods, Research Instruments or Sources UsedThis paper draws on the fieldwork of the EU-funded NGOST project. Data collection was conducted in a big city in Catalonia (Spain), with approximately 220,000 inhabitants. Interviews were conducted with 31 Roma young people and 20 professionals of main municipal public services and NGO organisations working with young people. Due to the fact that data collection was made during the COVID pandemic between July 2020 and February 2021, most interviews were conducted online (Zoom, Skype, Messenger, etc.). Both the interviews and the subsequent analysis were carried out by a non-Roma male researcher and two Roma female co-researchers. The co-researchers have several distant family members in the investigated city, which also helped achieve deeper information about the local Roma community, despite difficulties related to Covid-pandemic. The intercultural mediator played an important role in recruiting interviewees in her district, and to contextualise local dynamics of the community. We had repeated personal meetings with her, phone-calls, and WhatsApp chat conversations throughout the data collection period. The recorded conversations with her have a duration of 135 minutes. All interviewees’ oral informed consents were recorded at the beginning of the interview-conversations. Interviews were transcribed verbatim, and the text was analysed through Atlas.ti 8.0 qualitative data analysis software. Data analysis began with a short preliminary code-list that was intuitively complemented through in-vivo coding, that is, codes derived from the data itself in an inductive manner. Several earlier versions of this text (translated into Spanish) have been discussed with Roma co-researchers, and their reflections have been incorporated in its present form. All the procedures followed the project’s ethical guideline approved by the hosting university’s Ethical Research Committee (ERC).
Conclusions, Expected Outcomes or FindingsIntercultural mediation programmes in the context of school-to-work transition requires a critical examination. The programme under scrutiny aims to integrate a group in marginalised conditions into dominant societal norms, largely driven by neoliberal capitalist agendas. However, this approach often overlooks the structural inequalities faced by the given community, historically produced and reproduced in an impoverished and marginalised neighbourhood, with segregated schools and easy access to informal segments of the labour market.
Neoliberal governance operates subtly, encouraging individuals to conform to societal expectations through self-regulation and self-improvement. Intercultural mediators, like the one in the case study, are portrayed as success stories, embodying the transition from traditional to modern values (Vincze, 2012). Yet, this narrative shifts responsibility from systemic and institutional issues to individual self-improvement. The mediation project serves a double role, subtly aligning public administration expectations with the goal of Roma social integration while promoting self-responsibility within the Roma community. However, this approach ultimately transfers the burden of addressing systemic inequalities onto the marginalized group.
The impact of mediation is often measured quantitatively, focusing on actions taken (number of counselling, guidance meetings, clients attended, etc.) rather than evaluating its effectiveness. While mediation aims to mobilize and empower marginalized groups, it often neglects the structural origins of their challenges and fails to embed mediation within broader redistributive policies. Furthermore, mediation risks depoliticizing and disempowering its target group by framing success solely in terms of educational attainment and job placement without addressing deeper social hierarchies. The role of the mediator in any project is highly political (Bereményi & Girós-Calpe, 2021), since she may participate in the definition and framing of the problem, or at least in the legitimisation of it and its solution. Thus, intercultural mediators, as representatives of the project, inadvertently reinforce the neoliberal agenda by promoting individual adaptation over systemic change.
ReferencesBaar, H. van. (2012). Socio-Economic Mobility and Neo-Liberal Governmentality in Post-Socialist Europe: Activation and the Dehumanisation of the Roma. Journal of Ethnic and Migration Studies, 38(8), 1289–1304.
Bereményi, B. Á., & Girós-Calpe, R. (2021). ‘The More Successful, the More Apolitical’. Romani Mentors’ Mixed Experiences with an Intra-Ethnic Mentoring Project. British Journal of Sociology of Education, 42(5–6), 881–897.
Carrasco, S., & Poblet, G. (2019). Overview of the integration of Roma citizens in Spain and some transferable lessons for the EU. NESET Ad Hoc Question No. 4/2019, 4.
Clark, C. (2017). Romani activism and community development: Are mediators the way forward? In G. Craig (Ed.), Community Organising Against Racism: ‘Race’, Ethnicity and Community Development. Policy Press.
Felgueroso, F. (2018). Población especialmente vulnerable ante el empleo en España en el año 2018. Cuantificación y caracterización (11/2018; Estudios Sobre La Economía Española). FEDEA.
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Foucault, M. (1988). Technologies of the self. In L. H. Martin, H. Gutman, & P. H. Hutton (Eds.), Technologies of the Self: A Seminar with Michel Foucault (pp. 50–63). Tavistock Publications.
Helakorpi, J., Lappalainen, S., & Sahlström, F. (2019). Becoming tolerable: Subject constitution of Roma mediators in Finnish schools. Intercultural Education, 30(1), 51–67.
Kóczé, A. (2019). Illusionary Inclusion of Roma Through Intercultural Mediation. In H. van Baar, A. Ivasiuc, & R. Kreide (Eds.), The Securitization of the Roma in Europe (pp. 183–206). Springer International Publishing.
Kyuchukov, H. (2012). Roma mediators in Europe: A new Council programme. Intercultural Education, 23(4), 375–378.
Laparra, M. (2009). Exclusión social en España: Un espacio diverso y disperso en intensa transformación (Vol. 24). Cáritas Española.
Lemke, T. (2001). ’The birth of bio-politics ’: Michel Foucault ’ s lecture at the Collège de France on neo-liberal governmentality. Economy and Society, 30(2), 190–207.
Miller, P., & Rose, N. (1990). Governing economic life. Economy and Society, 19(1), 1–30.
Petraki, I. (2020). Roma Health Mediators: A Neocolonial Tool for the Reinforcement of Epistemic Violence? Critical Romani Studies, 3(1), 72–95.
Pyysiäinen, J., Halpin, D., & Guilfoyle, A. (2017). Neoliberal governance and ‘responsibilization’ of agents: Reassessing the mechanisms of responsibility-shift in neoliberal discursive environments. Distinktion, 18(2), 215–235.
Wacquant, L. (2012). Three steps to a historical anthropology of actually existing neoliberalism. Social Anthropology, 20(1), 66–79.
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