From Segregation to the Equality of Opportunity - The Chances of the Gypsy Children in the World of the Hungarian Education System (original) (raw)
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Historically, schools have been homogenizing institutions that often disadvantaged people of color and ethnic and religious minorities. In this article I examine Roma education in Hungary, focusing on (re)production of racial identities and the negotiation of ethnic labels. I distinguish two models of education as they relate to ideas of integration, and assess the evolving ethnic labels: "bad Gypsies" and "good Roma." These labels reflect different philosophies of education, and both contain different tensions and challenges.
Education of Roma Youth in Hungary: Schools, Identities and Belonging
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Historically, schools have been homogenizing institutions that often disadvantaged people of color and ethnic and religious minorities. In this article I examine Roma education in Hungary, focusing on (re)production of racial identities and the negotiation of ethnic labels. I distinguish two models of education as they relate to ideas of integration, and assess the evolving ethnic labels: "bad Gypsies" and "good Roma." These labels reflect different philosophies of education, and both contain different tensions and challenges.
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Addressing student drop-out or early school leaving has long been a major challenge for education policy makers at both national and international levels. This phenomenon affects all levels of education and has a profound impact on those classes of society that are economically and socio-culturally disadvantaged. This is particularly the case of the largest minority group in Hungary, the Roma, and its roots go back to primary education. Since the 1990s, so from the change of the regime, a positive tendency could have been observed in the completion of primary education, but in secondary school graduation and in obtaining a higher education degree they are still far behind the non-Roma population. In the current study, we identify causes of their learning failures, and we also present a selection of study grants that are available to young Roma students and support them to achieve higher levels of education. We also highlight the difficulties faced by those Roma youth, who have origi...
CENTER FOR POLICY STUDIES / DEMOCRACY INSTITUTE CENTRAL EUROPEAN UNIVERSITY, 2021
The paper analyses the degree of inclusivity of the education systems in five different countries: Hungary, Poland, Romania, Serbia, and Slovakia, how the education systems can manage the differences among children, with an emphasis on the issue of providing inclusive education for Roma children. The paper discusses the similarities and differences among the five countries, which, on the one hand, demonstrates the similarities and differences in the various education systems, while on the other, also demonstrates how prejudices towards the Roma people, and the phenomenon of anti-Gypsyism makes the status of Roma people almost uniform in each given education system. While the education systems of the countries observed here – with the exception of Poland – are among the less equitable and more selective systems (especially those of Slovakia and Hungary) – and are thus, sui generis, less able to compensate for social inequalities –, the inclusion of Roma children is further paralyzed by widespread prejudice.