Nemenyi, Maria (2011)
The article published in the new online journal socio.hu was written by Maria Nemenyi (IS HAS) and it summarizes the EDUMIGROM research initiative and details the Hungarian country studies and research results.
Vincze, Eniko and Hajnalka Harbula (2011)
Strategii identitare și educație școlară [Identity strategies and school education]
EDUMIGROM publications, Cluj Napoca: Editura Fundaţiei pentru Studii Europene. (Download)
This publication is part of the Cultural Analysis Series, edited by EFES and the Institute for Cultural Anthropology, it publishes original works, translations, teaching materials and working papers on domains such as cultural anthropology, European ethnology, gender studies and cultural studies. As such it aims to have a contribution to the institutionalization of these disciplines in Romania and presents the results of the cultural and social researches pursued in the post-socialist Eastern Europe. The volume “Identity strategies and school education” is a compilation of the reports resulted from the research accomplished in Romania. It explores the access of ethnic minorities to school education and the related educational policies in a post-socialist and European context, but as well as Roma student’s experiences from an urban context. At the same time, the book describes the way in which schools are contributing to the reduction, maintenance or strengthening of inequalities between youth regarding access to education, jobs, and different forms of social and cultural participation. The central issue of the analysis – identity strategies of Roma school pupils – is addressed as a set of everyday practices based on cultural conceptions,by which these children are positioning themselves both towards the world of school and their home environment and, at the same time, they self-define themselves as belonging to ethnic Roma, or to a social category, or to a peer group. Furthermore, the volume offers a view on strategies of integration and/ or separation, tendencies of acceptance and/ or rejection from the adults’ (teachers’ and parents’) perspective, and as well as from the point of view educational policies and that of the school, which desires/ succeeds or not to offer a space for cultural differences without transforming ethnic differentiation into inequality.