Experiences from Romani Work with Children and Youth in Sweden

Author(s):

Christina Rodell Olgac(presenting / submitting)

Conference:

ECER 2014

Network:

07. Social Justice and Intercultural Education

Format:

Paper

Session Information

07 SES 02 B, Roma: Segregation, Discrimination and Intercultural Perspectives

Paper Session

Time:

2014-09-02

15:15-16:45

Room:

B005 Anfiteatro

Chair:

Dana Moree

Contribution

Since the 16^th century there have been several Romani groups migrating to Sweden. The result of this migration has led to a heterogeneous population characterized by linguistic, religious, and cultural diversity today. Since their arrival in Sweden and in the Nordic countries in the beginning of the 16^th century or even earlier, Roma have been subjected to all sorts of coercive measures from the state, the local authorities, and the population in general. Since the year 2000 however, Roma is one of the five recognized national minorities in Sweden. While the five national minorities are provided for in the policy documents today, the actual implementation in practice i.e., the inclusion of the Romani language, history and culture is still minimal in Swedish schools, school books, and teacher education programs, even after certain curriculum changes. However, Romani organisations are in various ways trying to turn around this discrepancy between policy and practice.

From an intercultural perspective this study highlights the work of Romani organisations in relation to Romani children and youth in a Swedish context. The aim of the study is to identify key areas concerning Romani children and youth that Roma themselves are focusing on in their work within their own organisations.

The study draws from several theoretical perspectives. Liégeois (2007) states, that an intercultural perspective seldom has been used in relation to the situation and experiences of Roma. Also Gundara & Portera (2008) emphasize the potential of an intercultural perspective in dealing with issues of injustice in the educational field. Another theoretical perspective draws from Bourdieu's concept of capital (Bourdieu 1997), where organisational capital (Broady 2000) plays a significant role in Swedish contexts.

Method

The study is qualitative and the data consist of the documents and reports from the Romani organisations that led all together 41 projects. In addition interviews with the leaders of these projects have been made together with informal conversations with participants and visits to some of the ongoing projects at the time. The projects are divided into two groups; the first group concerns 27 Romani projects that lasted between one to three years during the period 1996-2009 and received funding from the Swedish Inheritance Fund for different types of activities for Romani children and youth. The second group of projects were 14 projects funded by the Language Council of Sweden focusing on the revitalisation of Romani 2010-2011.

Expected Outcomes

The study identifies key areas which the projects have been operating around. In the first group of projects four central areas for activities were identified, i.e. cultural and linguistic revitalisation, issues concerning promoting school and education, drug and crime prevention and finally general information to the Roma concerning different institutions, authorities, regulations and so on in the society. The second group of projects focused on strengthening the Romani identity of the participants through linguistic and cultural revitalisation, but also on educational issues. An important factor in the activities has been the involvement of the extended Romani family and intergenerational activities and learning. The projects also involved the children and youth in actively sensitising the mainstream society and its authorities about Romani history, culture and traditions. The findings also indicate that by leading and being involved in these projects, the participants gained not only leadership skills but also skills that enable them to handle the formal routines of non-governmental organisations that are an important asset, or the cultural capital, in formal contexts in Sweden.

References

Bourdieu, P. Kultur och kritik. Göteborg: Daidalos. Broady, D. (2000). Kapitalbegreppet som utbildningssociologiskt verktyg. I Bjerg, Jens (red.), Pedagogik. Stockholm: Liber. Eriksen, T. H. (2000). Små platser – stora frågor: en introduktion till socialantropologi. Nora: Nya Doxa. Gundara, J. S, & Portera, A. (2008). “Theoretical reflections on intercultural education”. Intercultural Education, Vol.19, No 6, December 2008, 469-479. Liégeois, J.-P. (2007). Roma in Europe. Strasbourg: Council of Europe Publishing. Rodell Olgaç, C. (2006). Den romska minoriteten i majoritetssamhällets skola: från hot till möjlighet. Diss. Studies in Educational Sciences 85. Stockholm: HLS Förlag. Rodell Olgaç, C. (2013). Education of Roma in Sweden: an interplay between policy and practice. In S. Hornberg & C. Brüggemann (Hrsg.), Die Bildungssituation von Roma in Europa. Münster:Waxmann. SOU 2010:55. Romers rätt: en strategi för romer i Sverige. Betänkande av Delegationen för romska frågor.

Author Information

Christina Rodell Olgac (presenting / submitting)

Södertörn University

School of Culture and Education

Huddinge

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