To conclude, the author puts forward engagements with Romani transatlantic passages as one of the ways in which postcolonial stances can actually be operationalized in academic practice. Based on this work, the second part of the article gives an example of the consequences of Eurocentric categorizations: a review of how Romani transatlantic migration and presence in the Americas has been conceived in academic texts. The theoretical insights brought into conversation come from ethnographic work with Romani individuals and groups whose mobilities exceed imagined European borders. The text addresses the writings of authors who have been critical of how central this divide has been to the constitution of Romani Studies as a field, most of whom have relied on insights from Edward Said´s Orientalism (2003 )and other postcolonial theorizations. Such categories have resulted in the historical perception of a universal “Gypsy”/“non-Gypsy” divide despite the diverse contexts in which Romani identities are negotiated in daily life. It focuses on critical perspectives that have challenged Eurocentric binary categorizations. This article first aims to establish a genealogy of critical stances on knowledge construction on, about, and from Romani groups in academia. Menace II Society is a coming of age tale detailing the summer after its protagonist Caine (Tyrin Turner) graduates from high school. The paper discusses policy and educational implications of the research findings of the SEDRIN project for EU initiatives regarding Roma social and educational inclusion. Drawing on the research findings of the SEDRIN project, this paper highlights how Roma social and financial conditions in Cyprus and the rest of the countries participating in the study link to Roma children’s school attendance and inclusion. The necessary empowerment was achieved by developing a training methodology handbook which aimed to improve the preparation that the Roma children receive in their pre-school age and the first classes of the elementary school through the training of Roma women in skills, tools and strategies necessary to prepare in an effective way the Roma children.
Roma women appear to be the most actively involved adults in Roma children’s life and thus more relevant to any endeavour to prepare Roma children for the school and the school-life. This content was uploaded by our users and we assume good faith they have the permission to share this book. SEDRIN aimed at empowering Roma women in acting as mediators between the Roma children and the school. 2273 downloads 6269 Views 3MB Size Report. It started in October 2012 and ended in October 2014. The two-year SEDRIN project involved eight institutions (among which five Roma-led organisations) in seven European countries: Cyprus, Greece, Hungary, Italy, Portugal, Romania, and Spain. This paper explores the social and educational inclusion of Roma in Cyprus, and discusses these findings in the light of the respective findings of the rest of the partner countries constituting the “School Education for Roma Integration” (SEDRIN) consortium.
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