Roma education

(after the adoption  of the Historical International Day of Rrage”, at the first – edition in Zagreb, on November 5 th ,2009, pp. 104-125), in “Veljko Kajtazi, Planirano i ostvareno: Desetogodišnji rad na međunarodnom pozicioniranju romskog jezika. Svjetski Dan Romskog Jezika. Sa themesqo Dǐves e Rromane Ćhibaqo. World Day of Rromani Language, [Zagreb]: Savez Roma u Republici Hrvatskoj “Kali Sara”. Rromengi Unia ani Kroacia  “Kali Sara”. Croatian Romani Union “Kali Sara”. 10 godina obiježavanja Svjetskog dana romskog jezika. 10 Yers of Celebration Berša nišankeripe sa themesqo Dives e Rromane Ćhibaqo, 160 p. + 20 p. ilustrații. ISBN: 978-9538-164101”.

This book resulted from the project: Functional Basic Education of Adult Roma of Roma Education Fund, accomplished within the global project: Education and Learning - Prerequisites for European Integrations  financed by the Ministry of Science and Environmental Protection of the Republic of Serbia.

This publication/Guide came about based on and after the im- plementation of the FBEAR experiment and, in addition to experiences acquired, it summarises long-standing scientific knowledge in the area of adult education, in the following sections:

Section 1 – Current situation in the area of (basic) adult edu- cation. Brief overview of current conditions in the area of basic adult education is provided in this section in parallel with the conditions prevailing in this area in the beginning of transition, from 2001 to date.

Section 2 – FBEA: programme and instruments. In this sec- tion, summarised knowledge and instruments for functionalisation of basic adult education are laid out. They are the result of a long-term scientific and professional work of the highest educational institutions in Serbia. After a brief overview of advantages of the new vs. the old model of adult education, it provides the explanation of OOO key for functionalisation, interpretation of the term, its purpose, principle and goals and description of instruments necessary for development and implementation of the FBEA programme – from methodology of cur- riculum development through organisation of learning, adult educa- tion and training curriculum to methods for certification of trainings. Generally speaking, this section can be understood as the description for preparation of conditions, concepts and instruments for applica- tion of the FBEA model.

Section 3 – FBEA(R) as active measure: example of good practice. The subject of this section is the description of the FBEAR ex- periment implementation process – from the creation of operational plan and concept through setting up of legal and institutional frame- works for its implementation, course of implementation and conver- sion of experiment into a particular active measure. It also provides the explanation of the strategy and outreach of active measure, role of social partnership (vertical and horizontal), sketch of organisational structure, management of experiment and process monitoring. In the end, this section lays out achieved results and their direct and indi- rect beneficiaries. This section is the source of acquired experiences, lessons learned and inspiration for planning the projects and actions aimed at future education of adults (particularly Roma).

Section 4 – Sustainability and replicability. This section pro- vides an overview of the factors of the FBEA model sustainability, pos-




sibilities of its universal application and challenges i.e. possibilities to institutionalise this programme.

Section 5 – recommendations and conclusion. This section lays out key considerations and main recommendations for institu- tionalisation of functional basic education of adults.

Marcel Courthiade (p. 70-76) și p. 76-79 (Limba rromani Azi, în lume și pe înțelesul tuturor) în vol. “Gheorghe Sarău: Promotori ai limbii rromani în România. Confesiuni și biografii, București: Sigma, 2020, 256 p., ISBN: 978-606-727-442-4”.

Interkulturalni odgoj i obrazovanje u multikulturalnim sredinama pridonose smanjenju stereotipa i predrasuda, te međusobnom upoznavanju i uvažavanju različitih kultura. Interkulturalni pristup vrlo je važan u obrazovanju romske djece. Nositelj njegove provedbe je nastavnik čije interkulturalne kompetencije čine preduvjet uspješnog interkulturalnog odgoja i obrazovanja. Predočeni rad propituje u kolikoj mjeri učitelji koji rade s romskom djecom posjeduju interkulturalne kompetencije. Istraživanje je provedeno u sedam osnovnih škola u Međimurskoj županiji koje pohađa veći broj učenika Roma. Anketnom metodom ispitani su stavovi učitelja i stručnih suradnika, njihova spremnost i osposobljenost za interkulturalno obrazovanje. Rezultati ukazuju na nužnost daljnjeg razvoja interkulturalnih kompetencija kroz stručna usavršavanja učitelja.

This chapter explores the upward social mobility trajectories, and the corollary prices of them for those 45, first-in-family college educated Roma in Hungary who come from socially disadvantaged and marginalised family and community background. We argue that among the academically high-achieving participants of our study the most common upward mobility trajectory, contrary to the common belief of assimilation, is their distinctive minority mobility path which leads to their selective acculturation into the majority society. This distinctive incorporation into the mainstream is close to what the related academic scholarship calls the 'minority culture of mobility'. The three main elements of this distinct mobility trajectory among the Roma are (1) The construction of a Roma middle class identity that takes belonging to the Roma community as a source of pride, in contrast of the widespread racial stereotypes in Hungary (and all over Europe) that are closely tied to the percep...

The recent flow of Roma immigrants to Western Europe has caused a lot of societal and political discussion. Initiatives and policy measures are introduced at the European and national or local level in order to deal with this situation. This article explores to what extent experiences and self-perceptions of Roma immigrants in Western Europe correspond with the constructed discourse in terms of “Roma inclusion”. In policy practices, there seems to be a tension between a willingness to strengthen the particular identity of Roma on the one hand (“targeting”), and a desire to fit those people into mainstream society on the other hand (“mainstreaming”). Based on a case study in the city of Ghent (Belgium) with a small sample of in-depth interviews, the authors explore what an insider perspective may add to the construc- tion of policy. Conclusions relate to the experienced gap with mainstream society, the identification with and definition of the “Roma” concept as well as intergenerational differences. Finally, the argument is taken a step further, and it is wondered how an insider perspective may also question policy. By relating policy conceptualisations of Roma to (self) identification processes, suggestions are made to redefine the meaning of inclusion.

This chapter explores the upward social mobility trajectories, and the corollary prices of them for those 45, first-in-family college educated Roma in Hungary who come from socially disadvantaged and marginalised family and community background. We argue that among the academically high-achieving participants of our study the most common upward mobility trajectory, contrary to the common belief of assimilation, is their distinctive minority mobility path which leads to their selective acculturation into the majority society. This distinctive incorporation into the mainstream is close to what the related academic scholarship calls the 'minority culture of mobility'. The three main elements of this distinct mobility trajectory among the Roma are (1) The construction of a Roma middle class identity that takes belonging to the Roma community as a source of pride, in contrast of the widespread racial stereotypes in Hungary (and all over Europe) that are closely tied to the perception of Roma as a member of the underclass, (2) The creation of grassroots ethnic (Roma) organizations and (3) The practice of giving back to their people of origin that relegate many Roma professionals to a particular segment of the labour market, in jobs to help communities in need. However, we argue that in the case of the Hungarian Roma, these elements of the minority culture of mobility did not serve the purpose of their economic mobility as the original concepts (Neckerman et al. Ethnic and Racial Studies 22(6):945-965, 1999) posits, but to mitigate the price of changing social class and to make sense of the hardship of their social ascension.

Teachers are fundamental actors in education; without their contribution even the most progressive pedagogical ideas fail. However, few studies address how their individual biographies, community belonging, and intersectional identities impact their pedagogical views and practices. Furthermore, while the Roma are the target of numerous social and pedagogical initiatives, they are rarely considered as actors who shape education. Through an analysis of ten ethnographic interviews with self-identified Roma teachers embedded in two local educational settings, this paper scrutinizes the potential and challenges associated with the presence of qualified Roma teachers in rural Hungarian schools. Interviewees demonstrated a high level of commitment to 'leading by example,' and this was embedded in their relations with students and parents. Most teachers also believed that, besides professional expertise, shared ethnicity provided them with a specific opportunity to build trust, express empathy, implement curricula, and incorporate locally and culturally relevant knowledge. However, while professionalism and ethnicity often complemented each other, difficulties also arose due to the differing expectations and heterogeneity of local Roma communities. The findings suggest that Roma teachers may bring valuable resources for education through mobilizing their personal experiences and social and cultural sensitivity, but tapping these resources is limited by structural and contextual constraints.

This chapter explores the upward social mobility trajectories, and the corollary prices of them for those 45, first-in-family college educated Roma in Hungary who come from socially disadvantaged and marginalised family and community background. We argue that among the academically high-achieving participants of our study the most common upward mobility trajectory, contrary to the common belief of assimilation, is their distinctive minority mobility path which leads to their selective acculturation into the majority society. This distinctive incorporation into the mainstream is close to what the related academic scholarship calls the ‘minority culture of mobility’. The three main elements of this distinct mobility trajectory among the Roma are (1) The construction of a Roma middle class identity that takes belonging to the Roma community as a source of pride, in contrast of the widespread racial stereotypes in Hungary (and all over Europe) that are closely tied to the perception of ...