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This chapter addresses the question from the title through the results of a research in geography education. In France, the status of Travellers (“gens du voyage”) and their place in the city stem from a historical process of state control and racist prejudices (About, Communications 107:89, 2020); Cossée, Migrations Société 163:75, 2016); Filhol, 2013; Meints, Antiziganismus—‘Das Zigeuner-Gen’ Die historische Entwicklung des Zigeunerstereotyps in Europa. GRIN Verlag, 2008). The research aims to explore contemporary logics contributing to spatial injustice and the exclusion of these populations from the “right to the city” (Lefebvre, Le droit à la ville. Economica, 1968; Spire, 2017). The term used here refers to the lack of participation and power to influence in urban spatial development. While earlier studies in education have focused on pupils’ spatial representation (André, Enseigner les représentations spatiales. Anthropos, 1998; Audigier, Géocarrefour 69:205, 1994; Barthes et al., Hyper Article en Ligne—Sciences de l’Homme et de la Société. Hyper Article en Ligne—Sciences de l’Homme et de la Société, 2016), this research examines how pupils engage with spatial justice issues. The research methodology considers the pupils’ representations (Moscovici, La psychanalyse, son image et son public. Presses Universitaires de France, 2004) and measures how these evolve through a course design influenced by experiential geography (Leininger-Frézal, Apprendre la géographie par l’expérience: La géographie expérientielle [Thesis, Université de Caen]. https://tel.archives-ouvertes.fr/tel-03188093, 2019). The research involves two vocational secondary schools, one of which is located across a “terrain familial locatif” (a designated residential site for Travellers families). This situation leads to an ambiguity: the pupils often do not distinguish their “Traveller” neighbors from the other inhabitants. Their representations and stereotypical vision are strongly influenced by the media, especially the image of the caravan. The research shows that pupils define Travellers through a sedentary and normative lens. By designing maps of an “ideal” urban space integrating Travellers, they reproduce dominant models: individual housing, functional discourse on the city. By meeting traveller inhabitants, they engage more critically with spatial justice issues.

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What Geography Teaching Approach Can Help Reduce Anti-Roma Racism? The Example of Travellers in France

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  • 发表日期：

    2026年

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  • Aurore Lecomte

摘要

This chapter addresses the question from the title through the results of a research in geography education. In France, the status of Travellers (“gens du voyage”) and their place in the city stem from a historical process of state control and racist prejudices (About, Communications 107:89, 2020); Cossée, Migrations Société 163:75, 2016); Filhol, 2013; Meints, Antiziganismus—‘Das Zigeuner-Gen’ Die historische Entwicklung des Zigeunerstereotyps in Europa. GRIN Verlag, 2008). The research aims to explore contemporary logics contributing to spatial injustice and the exclusion of these populations from the “right to the city” (Lefebvre, Le droit à la ville. Economica, 1968; Spire, 2017). The term used here refers to the lack of participation and power to influence in urban spatial development. While earlier studies in education have focused on pupils’ spatial representation (André, Enseigner les représentations spatiales. Anthropos, 1998; Audigier, Géocarrefour 69:205, 1994; Barthes et al., Hyper Article en Ligne—Sciences de l’Homme et de la Société. Hyper Article en Ligne—Sciences de l’Homme et de la Société, 2016), this research examines how pupils engage with spatial justice issues. The research methodology considers the pupils’ representations (Moscovici, La psychanalyse, son image et son public. Presses Universitaires de France, 2004) and measures how these evolve through a course design influenced by experiential geography (Leininger-Frézal, Apprendre la géographie par l’expérience: La géographie expérientielle [Thesis, Université de Caen]. https://tel.archives-ouvertes.fr/tel-03188093, 2019). The research involves two vocational secondary schools, one of which is located across a “terrain familial locatif” (a designated residential site for Travellers families). This situation leads to an ambiguity: the pupils often do not distinguish their “Traveller” neighbors from the other inhabitants. Their representations and stereotypical vision are strongly influenced by the media, especially the image of the caravan. The research shows that pupils define Travellers through a sedentary and normative lens. By designing maps of an “ideal” urban space integrating Travellers, they reproduce dominant models: individual housing, functional discourse on the city. By meeting traveller inhabitants, they engage more critically with spatial justice issues.