The Framework for Traveller Education at the University of Limerick
John Heneghan (University of Limerick), Patrick Hoey (University of Limerick), Olive O'Reilly (University of Limerick), Micheal Ohaodha (University of Limerick)
Abstract
The strategic approach to engaging Travellers with the educational system has often manifested itself along a continuum that is at one end, highly conceptual and aspirational and mechanics-driven at the other. The former faces difficulty in establishing meaningful engagement while the latter, in the form of a model “peters out” very often due to lack of resources. It is suggested here that both efforts fall short because there is no facility for reflection on what works or fails. The framework at University of Limerick (UL) as a construct differs from a model approach in that the framework identifies key qualities of sustainability, goals and processes while the model attempts to embrace mechanics and projects all geared to achieving entry to second and third level. The model approach is useful and has been hugely beneficial in progressing Traveller education but it is limited by the absence of focus on key drivers that help or hinder success. Reflecting on 6 years of engagement with local Travellers in activities prescribed by the model approach, key qualities emerged that when harnessed offers progress in almost geometric terms along behavioural, geographical lines in addition to education itself. The framework demonstrates that rapport and empathy are powerful forces in furthering Traveller engagement (John). One year after the University accepted membership of the Limerick County Interagency Group for Traveller Services the framework confirmed collaboration to be equally powerful. Presenters will outline activities often pursued in parallel in pursuit of core principles (Patrick). Working with adults preceded tackling school attendance for children. Publications demonstrated recognition of “one of our own” and Traveller Culture (Mícheál). Leadership training facilitated Travellers in becoming members of Inter-agency subcommittees (Olive). These principles complimented if not typified non-traditional methods as encouraged by the Strategic Initiative Funding (SIF) and facilitated UL’s engagement with education of and for Travellers.
