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• „Nem tudom, hogyan lehet rájuk hatást gyakorolni...” Pedagógusok a roma tanulók oktatásáról

  71-88

  Judit Jakab

  Views:

  286

  In our study we analyse a specific aspect of the mass presence of Roma pupils in schools: the context in which the social environment of Szeklerland creates the context for the schooling of Roma pupils. After outlining the characteristics of the regional social context, we present some classroom situations which for teachers bear the challenges of confronting the cultural difference of pupils. The research method is interviews with teachers in Roma-majority classrooms. Our research shows that a significant part of the work of teachers in Roma-majority classrooms is not about teaching, but about managing cultural difference. In the context of the specific social conditions of the Szekler region, in addition to the social approach (extreme poverty) and the search for methodological solutions in the education of Roma children, it is also useful to pay attention to the social relations as a frame of the educational process.

• Desegregation of Roma Pupils in Practice: A Realist Evaluation of the Krnov Case in the Czech Republic

  84-111

  Bohdana Richterová

  Views:

  41

  This paper examines Roma pupil segregation in the Czech Republic and explores why desegregation appears to succeed in some localities but not in others. Using a document-based realist evaluation, the study develops and refines context-mechanism-outcome (CMO) configurations for the city of Krnov, where a segregated primary school was closed in 2008 and Roma pupils were redistributed across the remaining schools. Drawing on publicly available policy analyses, reports, and media accounts, the paper identifies four linked mechanisms: dispersal that reduces school stigma, active municipal stewardship, a support infrastructure including tutoring and multi-agency cooperation, and school leadership that helps stabilise implementation. Secondary indicators suggest better-than-expected outcomes, including lower non-completion of primary education. The findings do not constitute causal proof, but they offer transferable principles and a “transfer test” for municipalities planning desegregation under different local conditions.

• “Brave enough to remove the shell of a chestnut.” The career path of a resilient teacher

  85-101

  Kitti Kozma

  Tímea Ceglédi

  Views:

  464

  Being successful at school as a Roma student is a crucial sociological question. Roma teachers’ experience is invaluable when seeking to understand and solve problems that students with similar backgrounds have. Resilience is our academic starting point. In PISA who belong to a lower social class but have higher achievements are called resilient students. Educational sociologists say that a person’s life is resilient when it is successful, notwithstanding the disadvantaged social background (Ceglédi 2018). We have analysed Roma teachers with resilient lives and looked for answers to what kind of possibilities and dangers of a resilient life might hide in the pedagogical career. Given a unique target group, we chose snowball sampling. 6 semistructured interviews were made in eastern Hungary in 2019, in which we emphasized the resilience of their life taken, the pedagogic job, and their connection. We did qualitative analysis of the transcripts. The resilient Roma teachers incorporate their life experience into their pedagogic fields and their coping serves as a model for their students.

• Roma School Segregation and Educational Governance in Romania

  112-139

  Dan Patroc

  Views:

  37

  This article examines the governance of Roma school segregation in Romania as a national case situated within broader Central and Eastern European debates, arguing that legal prohibition alone does not ensure effective desegregation. Although the normative framework has expanded, segregation persists through administrative opacity, weak institutional capacity, and intra-school reconfiguration. The study conceptualizes segregation as a governance problem sustained by the interaction of ethnicity, poverty, and selective policy implementation.

• Az iskolai szegregáció szerepe a hátrányos helyzetű gyermekek és fiatalok lemaradásában

  67-88

  Ildikó Bihari

  Views:

  1821

  Experts have long studied the relationship between school segregation and unequal opportunity for students from disadvantaged backgrounds. Drawing on academic literature, research and statistical data, this paper examines the consolidation of school segregation in the country, the impact of segregation on the learning achievement of disadvantaged students in public education and on intergroup relations. The issue of educational segregation and integration is often a subject of debate, but research evidence favours heterogeneous composition to foster students' school careers, future labour market prospects and social inclusion.