Romowie, szkoła i dyskryminacja

Abstract
The essential issue regarding transformation of the Roma minority is to combat poverty and social exclusion. However the primary goal should be social inclusion of the Roma minority into the majority of population. It is a matter of changes on the system level, where the formation and education of the Roma pupils play an important role. The requisites of this process are: a) Categorical objection to the Roma pupils being qualified as mentally retarded on the sole account of them inhabiting a socially excluded areas. b) Categorical objection to the IQ tests which gauge the intelligence based on the majority culture. c) Application in the Roma pupils’ teaching of modern methods that would develop the Roma pupil’s personality together with its Romani aspects. d) Integration in the Roma pupils’ teaching of their own culture, represented by the Roma authors and authorities who have the understanding of the Roma culture – both cognitively and emotionally. e) The need to react to malign theories that disavow the Roma culture and history and impair the right of the Roma to their own national identity and self-determination. These stances will provide a viable support also in dealing with exigent social difficulties of the Roma community and in efforts preventing their social exclusion. They will be instrumental in restraining of the Roma pupil’s discrimination at school.

O jaćho and-i butǐ vaś-e rromane minoritetaqëri transformàcia si o maripen mamuj- o ćorripen thaj i sociàlo eksklùzia (avrićhudipen). Pe aver rig, o śerutno objektìvo si te ovel inklùzia (andrećhudipen) e rromane minoritetaqëri and-o gaŴikano dostipen. And-o pućhipen si jekh paruvipen sa e sistemaqëri, anda savi i edukàcia thaj o siklǒvipen e rromane siklǒvnenqo khelel jekh vasni ròla. Anglimangimàta, bi savěnqo naśti kerdǒl khanć (sine quis non), si sar dine tele: a) te na oven rromane ćhave dikhle avtomatik sar dile-palpalde, sadaj odolesqe so Ŵiven butivar nesave perenθe aj gavenθe, so si avrićhudine katar-o gaŴikano dostipen; b) te na labǎrdǒn tèstovǎ “IQ” vaś-o kunǎripen e inteligenciaqëro, Ŵandor so lenqëri bàza si i gaŴikani kultùra thaj kosmovìzia; c) te labǎrdǒn vaś-e rromane siklǒvnenqëri edukàcia nevikane metòde, save zorǎren e siklǒvnenqëri personalitèta khetane lenqëre rromanipnaça; d) te labǎrdǒl vaś-e rromane siklǒvnenqëri edukàcia lenqëri xodutni kultùra, reprezentuime prdal-o rromane avtòrǎ thaj bare manuśa save halǒven i rromani kultùra sar katar-i kognitìvo rig kadǎ vi katar-i emocionàlo dikhan. Kamlǒl pes reàkcia mamuj-o ziandvale teòrie, save prastaven i rromani història aj kultùra thaj na kamen te pinŴaren e Rromenqe o hakaj, kaj te ovel len lenqëri xodutni selikani identitèta thaj avtodeterminàcia. Kadǎ si te ovel ćaćutno aźutipen kaj te śandǎrdǒn o phabarne sociàlo pharimàta e Rromenqëre thaj te na oven dureder Rroma avrićhudine katar-o dostipen. Aźutipen si te ovel vi mamuj-e rromane ćhavenqëri diskriminàcia and-i skòla.
Description
Keywords
Citation
JAroslav Balvin, Romowie, szkoła i dyskryminacja, "Studia Romologica", 2009, nr 1, s. 73-88.
Belongs to collection