Interrupted learning: the Traveller paradigm

Abstract

David Gillborn, in the second article of this special issue, draws attention to the ‘blinkered perspective that focuses on each individual case and denies the relevance of the wider picture.’ Traveller children have too often been exposed to this blinkered perspective as the single representatives of their group in the schools they attend. In this summary of the problems faced by Travellers in state education, Elizabeth Jordan provides readers with the wider picture. Her up-to-date information on a topic not often covered in this journal would be valuable in itself, but the article's focus on interrupted learning draws attention to an issue affecting a large number of marginalised children and young people for whom inclusion is still a long way off.