This book calls for a re-thinking of educational provision for Gypsy Traveller communities.
Despite having been recognised by the government and educational providers for over fifty years
underachievement of children from Gypsy Traveller communities persists. Rather than focusing
specifically on access attendance and attainment the author provides a structural analysis of
the cultural tensions that often exist between Nomadic communities and current school provision
based on the interests and values of Sedentarism. The author uses spatial theory as a base upon
which to build knowledge and understanding of the educational exclusion of children from Gypsy
Traveller communities highlighting the social role that space plays within schools. This
innovative book will be of interest and value for students and scholars interested in not only
education and Gypsy Traveller communities but education for minority communities more
widely.
