It is well known that Roma face marginalization, exclusion and antiziganism in all areas of the society, in the Nordic countries as well as in the whole of Europe. To change this situation and as a precondition for upward social mobility, education is widely considered a key factor. Especially higher education has been an indication of educational success, also because of its symbolic value. However, there have been numerous studies concerning the educational situation of Roma describing the lack of school attendance, high drop-out rate from school and the low level of school success among Romani pupils. Few still continue to upper secondary and higher education, although there are always exceptions. One of the main explanation for the school failure is for example the assumption that reading, writing and schooling are not part of Romani culture. Another explaination yet is the static and essentialist view of the concept of Romani culture still dominainating in the mainstream society. 

This presentation addresses the educational situation of Roma; more specifically the focus will be on Roma in higher education. Combing ideas from intercultural education with critical race theory (CRT), affirmative action, and academic capital formation (ACF), the following questions will be discussed: What processes of upward social mobility are taking place when Romani students start higher education? What are the challenges that the universities and the academy face in meeting previously underrepresented students and what are the responsibilities for actions of inclusion in these encounters? And finally, drawing from indigenous studies, can we view the presence of Romani students on campus as a gift to the university and the academy? 

Brüggemann, C. 2014. Romani culture and academic success: arguments against the belief in a contradiction. Intercultural Education, Vol. 25, No. 6, 439-452. Brüggemann, C. & D’Arcy, K. 2016. Contexts that discriminate: international perspectives on the education of Roma students. Race Ethnicity and Education, 2016. Routhledge. http://dx.doi.org/10.1080/136113324.2016.1191741 D’Arcy, K. 2016. Using counter-stories to challenge stock stories about Traveller families. Race Ethnicity and Education. Routhledge. http://dx.doi.org/10.1080/13613324.2016.1191701 Garaz, S. 2014. Helping the Marginalised or Supporting the Elite? Affirmative Action as a Tool for Increasing Access to Higher Education for Ethnic Roma. European Educational Research Journal, Vol. 13, No 3, 295-311. Koukkanen, R. 2003. Toward a New Relation of Hospitality in the Academy. American Indian Quarterly, Vol. 27, No. 172, 267-295. Koukkanen, R. 2008. What is Hospitality in the Academy? Epistemic Ignorance and the (Im)Possible Gift. Review of Education, Pedagogy, and Cultural Studies, 30:1, 60-82. Pantea, M.-C. 2015. Affirmative action in Romania’s higher education: Roma students’ perceived meanings and dilemmas. British Journal of Sociology of Education. Vol. 36, No. 6, 896-914. Rodell Olgaç, Christina 2015. Minorías nacionales, conciencia nacional y proceso de aprendizaje intercultural entre docentes en formación en Suecia /National minorities, national self-awareness and intercultural learning processes among student teachers in Sweden. Revista de Educación, No 8, 101-116 (Spanish), 291-306 (English)http://fh.mdp.edu.ar/revistas/index.php/r_educ/article/view/1337/1354http://fh.mdp.edu.ar/revistas/index.php/r_educ/article/view/1352/1369 Rodell Olgaç, Christina & Dimiter Taikon, Angelina 2016. Romsk brobyggarutbildning med inriktning mot skolan 2012-2015: Högre utbildning, social mobilitet och interkulturellt kapital. Skolverket. http://www.skolverket.se/om-skolverket/publikationer/visa-enskild-publikation?_xurl_=http%3A%2F%2Fwww5.skolverket.se%2Fwtpub%2Fws%2Fskolbok%2Fwpubext%2Fbilaga%2FBlob%2Fpdf524.pdf%3Fk%3D524 Rodell Olgaç, Christina 2013. Education of Roma in Sweden – an interplay between policy and practice. I Hornberg, Sabine & Brüggemann, Christian (Hrsg.), Die Bildungssituation von Roma in Europa. Studien zur International und Interkulturell Vergleichenden Erziehungswissenschaft 16. Münster: Waxmann. (197-213) Ryder, A.R., Rostas, I. & Taba, M. (2014). ’Nothing about us without us’: the role of inclusive community development in school desegregation for Roma communities. Race Ethnicity and Education, 2014.Vol.17, No. 4, 518-539. Winkle-Wagner, R. (2010). Foundations of Educational Inequality: Cultural Capital and Social Reproduction. www.interscience.wiley.com Winkle-Wagner, R. & Locks, A.M. (2014). Diversity and Inclusion on Campus: Supporting Racially and Ethnically Underrepresented Students. New York and London: Routhledge.