The Educational Situation for Roma in Norway

Hagatun, Kari

doi:10.1108/978-1-83867-263-820191010

Cited by 3 publications

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“…The history of 68 individuals who were stripped of their Norwegian citizenship when trying to return in 1934, and families that were extinguished in the Nazi concentration camps during World War II, has created a trauma that still marks the relationship between the community and the Norwegian authorities (Rosvoll et al, 2015). In 2015, the Roma community group finally received a public apology for their sufferings, and in 2018 they used the economic compensation to found a culture-and resource center, Romano Kher (Hagatun, 2019a).…”

Section: Education Policymentioning

confidence: 99%

“…The article presents the stories about Leah, Hannah and Maria, whom I got to know in their last year of elementary school, and whom I met again after they transitioned to lower secondary school. These girls' stories are interesting because many Roma children, especially girls, are found to drop out of school during this transition at a disproportionate rate (Hagatun, 2019a). Moreover, the portraits illuminate common structural issues salient in the overall empirical material, that needs to be addressed by the educational system.…”

Section: Introductionmentioning

confidence: 97%

“…The educational situation for Roma in Norway is found to be consistently poor (Hagatun, 2019a). There is a strong metanarrative within educational research and public debate in which "the Roma culture" is portrayed as the main explanation to low educational attainment among Roma pupils (Lauritzen & Nodeland, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…3 Because of limited research focusing on the educational situation, and laws that prohibit registration of students' ethnicity, there is a lack of knowledge about the formal educational attainment of Roma in Norway (Hagatun, 2019a). Existing literature indicates severe lacks in the children's schooling, with high dropout rates and consistent low school attendance (Engebrigtsen & Lidén, 2010;Hagatun, 2019a). In recent years, more parents are found to send their children to school regularly (Hagatun, 2019b).…”

Section: Introductionmentioning

confidence: 99%

“…Both in research and the national public debate, Roma's strong wish to keep their traditions has been pointed out as the main obstacle to improve their formal educational attainment (Hagatun, 2019a), whereas some studies emphasize lacks in the educational system as a main explanation (e.g., Hagatun, 2019b). Common cultural explanations are e.g.…”

Section: Introductionmentioning

confidence: 99%

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Silenced Narratives on Schooling and Future: The Educational Situation for Roma Children in Norway

Hagatun

2020

NJCIE

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This article explores how Roma pupils in Norway experience school. Using portraiture methodology, I narrate the experiences of Leah, Hannah and Maria, focusing on their situation before and after the transition from elementary to lower secondary school. The article demonstrates how children negotiate and are negotiated by, intersecting racializing and gendering structures, using decolonial perspectives. One key finding is the complexity in how the schools’ knowledge discourses, and subsequent practices and attitudes, play out in the girls’ agency. I emphasize the need to produce counter-narratives by identifying agency, rather than depicting Roma in positions as either exotic or marginalized. Overall, the article addresses how coloniality still produces and upholds structures of inequality that render groups like Roma as non-existent in education. Turning the lens towards the inadequacy of an educational system that struggles to recognize the need for radical structural change, the article challenges a strong metanarrative within research and public debate that depicts “the different Roma culture” as the main explanation to low educational attainment among Roma pupils. I argue that the agency of Roma in Norway, who historically have resisted formal education experienced as forced assimilation, represents a unique opportunity to critically examine and rethink how inclusion is understood and operationalized in schools. Thus, knowledge about how school is experienced by Roma pupils today constitutes a vital contribution to the needed effort to decolonialize the educational system. This article explores how Roma pupils in Norway experience school. Using portraiture methodology, I narrate the experiences of Leah, Hannah and Maria, focusing on their situation before and after the transition from elementary to lower secondary school. The article demonstrates how children negotiate and are negotiated by, intersecting racializing and gendering structures, using decolonial perspectives. One key finding is the complexity in how the schools’ knowledge discourses, and subsequent practices and attitudes, play out in the girls’ agency. I emphasize the need to produce counter-narratives by identifying agency, rather than depicting Roma in positions as either exotic or marginalized. Overall, the article addresses how coloniality still produces and upholds structures of inequality that render groups like Roma as non-existent in education. Turning the lens towards the inadequacy of an educational system that struggles to recognize the need for radical structural change, the article challenges a strong metanarrative within research and public debate that depicts “the different Roma culture” as the main explanation to low educational attainment among Roma pupils. I argue that the agency of Roma in Norway, who historically have resisted formal education experienced as forced assimilation, represents a unique opportunity to critically examine and rethink how inclusion is understood and operationalized in schools. Thus, knowledge about how school is experienced by Roma pupils today constitutes a vital contribution to the needed effort to decolonialize the educational system.

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Section: Education Policymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Silenced Narratives on Schooling and Future: The Educational Situation for Roma Children in Norway

Hagatun

2020

NJCIE

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Antisiganisme i Norge

Lauritzen¹

2023

NOST

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Para-Romani in Scandinavia

Hancock

2021

eejpl

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The study of Language Contact has come very much to the fore in sociolinguistics in recent years, and it is not surprising that Romani, a diaspora language, should receive a good share of attention. Since its very departure from India a millennium ago, its speakers have encountered and interacted with speakers of dozens of other languages, all of which have left their mark. The most extreme cases are the so-called Para-Romani varieties, which have demanded the question, are they Romani with massive non-Romani intrusion, or are they non-Romani languages with more or less Romani intrusion? This is addressed in the following article, which deals with one such para-language, called here Scandoromani. Other para-Romani languages are Angloromani, Scottish Romani, Spanish Romani (Caló), Finish Romani (Kále). Paralanguages are used for communication between members of different language and cultural communities. The paralanguages of Romani are not so well-investigated and described, and the present study brings a new light to the field of Romani linguistics. Para-Romani languages are divided into two big groups: based on Indo-European and based on non-Indo-European languages. In this case the Scandoromani is based on Indo-European languages and the Crimean-Romani (in Ukraine based on Crimean Tatar) and Kurbetcha (in Cyprus based on Turkish) are based on non-Indo-European languages. The Para-Romani varieties in Europe are preserved through communication between elder generations and children and thousands of children around Europe learn their mother tongue – the variety of Para-Romani through the transmission form parents to children. This gives the hope that those varieties will not despair.

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The Educational Situation for Roma in Norway

Cited by 3 publications

References 1 publication

Silenced Narratives on Schooling and Future: The Educational Situation for Roma Children in Norway

Silenced Narratives on Schooling and Future: The Educational Situation for Roma Children in Norway

Antisiganisme i Norge

Para-Romani in Scandinavia

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