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• CHARACTERSITICS OF ROMA UNIVERSITY STUDENTS BASED ON SAMPLES FROM ROMA COLLEGES FOR ADVANCED STUDIES

  43-59

  Norbert Tóth

  Views:

  176

  The study intends to present in a comparative manner the research conducted at the University of Pécs and the Eszterházy Károly Catholic University, which focuses on the family background, identity, school-related successes and failures of Roma students studying in tertiary education. The research was supplemented with information collected from the students of the Lippai Balázs Roma College for Advanced Studies at the University of Debrecen Faculty of Education for Children and Special Educational Needs.

• POSSIBLE CONCEPTUALIZATION OF CULTURE AND CULTURAL DIFFERENCE IN SOCIOLOGICAL PROFILE RESEARCHES

  91-100

  Norbert Tóth

  Views:

  222

  The fundamental concept of the paper is in accordance with the thesis of pedagogical anthropology claiming that the school success of students in minority status is in strictly correlation with the recognition of the cultural difference by the education system. From the point of view of empirical researches related to pedagogical anthropology and education of sociology, the conceptualization of culture and cultural difference is a vital important factor. The paper intends to elaborate on the possible interpretation of these notions based on the relevant national and international literature.

• TEACHER’S PERCEPTION ABOUT THE SCHOOL PERFORMANCE OF ROMA STUDENTS

  139-146

  Norbert Tóth

  Views:

  74

  The current paper aims to shed light on the problem of Roma students' school performance through the perception of teachers. We examine the phenomenon at the level of locality, relying on qualitative research methodology. The empirical data collection was carried out at the István Király Baptist Primary School in Kótaj, in the county of Szabolcs-Szatmár-Bereg, during which semi-structured interviews were recorded (N=15).

• INTERPRETATION OF THE MOST IMPORTANT NOTIONS OF SOCIAL INEQUALITIES OVERT IN THE EDUCATIONAL SYSTEM

  83-87

  Norbert Tóth

  Views:

  226

  Present paper focuses on the social inequalities that are mainly manifested in the educational system. Therefore, I aim at reflecting on the sociological definitions that codify the subject in a theoretical context. The theoretical background of the study comprises the subsequent notions: equality and equity, inclusive society and education, bicultural socialization, and the relation between social mobility and school.

• SOCIOCULTURAL CHARACTERISTICS OF THE ROMA COMMUNITY OF TISZABERCEL AND PATTERNS OF BEHAVIOR RELATED TO SCHOOLING

  133-149

  Norbert Tóth

  Views:

  98

  The current paper intends to present the empirical results related to one element of a complex pedagogical anthropological research. In the course of our research, we analyzed how the educational characteristics of Roma families in the Romungro community of Tiszabercel interact with other factors influencing school progress. We tried to map the extent to which certain sociocultural factors (educational level, workplace, housing conditions, gender and age) influence parents' attitudes towards school. Regarding the methodological apparatus of our research, we relied on qualitative research methods. In addition to field research and participant observation, we conducted semi-structured interviews (n=12) with parents belonging to the local Roma community.

• THE ISSUE OF FAILURE OF ROMA STUDENTS AT SCHOOL

  95-102

  Norbert Tóth

  Views:

  247

  The phenomenon can be encountered day by day that at primary schools there are just a few Roma children among well-performing students, while among students who fail in fulfilling the requirements there are a great amount of Roma pupils. The question may come to the surface intuitively: What are the reasons behind that?  The paper aims to discover and explain this problem relying on the relevant literature.

   

• THE "INSTITUTIONALIZATION" OF THE LOVARI LANGUAGE FROM THE ASPECT OF SOCIAL INNOVATION

  85-93

  Norbert Tóth

  Views:

  118

  In this current paper we intend to reflect upon the historicity and social impact of Lovari language education from the perspective of social innovation. Our starting point is that the process of the acceptance of the Lovari language and its recognition in the educational palette of foreign languages is a „bottom-up” initiative that developed mainly from the work of Romani intellectuals. The focus of our interest is, among others, the following questions: Who invented it? Who supported it? Who prevented it? What language learning methods are used by people teaching Lovari language who are originally not language teachers? The „institutionalization” of language education in Lovari and the state-recognized language exam certificate that can be obtained in this language have a serious social impact, for example, it helped disadvantaged and/or Roma students to obtain a university degree. From this point of view, we also consider this phenomenon as an innovation. Besides the secondary sources, we tend to map the topic with the help of primary, qualitative data. In addition to interviews with Lovari language teachers (N=3) who have been teaching for several decades, we would like to put our own perceptions in a narrative.