Knowledge about and appropriation of the cultural heritage of a nation is a basic constituent of national identity and self-esteem. Roma culture is (apart from music) is practically invisible in Hungary. There is no museum dedicated to Roma visual arts, crafts, music, literature, or folklore tradition. A well-trained and engaged cultural influencer of Romani origin could be vital in the manifestation of these values in an inspirational way. The main aim of the project is to empower young Roma girls and women to effectively express their cultural heritage, contemporary, social issues and achievements through social media and thus disseminate knowledge and change negative attitudes about the Roma minority, as the power of social media in changing mindsets and influencing beliefs, values and attitudes was proven repeatedly in studies before. Some communication skills are essential in this mission: creation of oral and written media pieces, photos and videos and different genres in journalism. These are the skills that the first part of our intensive course has started to develop, and the second course will further enhance. The duration of the course is twice 30 lesson hours in 6-hour blocks. Research questions of the participatory action study: Is it possible to acquire basic knowledge and skills as well as a healthy media related identity and critical attitude during a short course of 30 lesson hours? Can young women of Roma heritage establish themselves in social media through cultural messages? Do they have an appeal and impact among their own community and among Hungarian youth? Can they have an impact on the attitudes and publication practices of mass media covering Roma issues? Methodology: Two elements of the Trialogical Learning Model are especially important for our identity formation and expression through social media project. The learning process in monitored through participant observation and interviews, while media pieces created by participants are analysed by tutors, peers and their authors to create a triangulation involving metacognition as well as external judgment. Conclusions, Expected Outcomes: Three of our research questions may be affirmatively answered. Our presentation will be illustrated by excepts of a documentary about the course and media works by our participants to show how social media presence may contribute to the development or strengthening of Roma cultural identity of the creators and improve perceptions about this culture of the beholders. 9 out of 21 participants left the course at various phases of the training.

Hakkarainen, K. (2007). Toward a trialogical approach to learning. Manuscript. https://opikeskkonnad.files.wordpress.com/2015/10/hakkarainen_2009_toward-a-trialogic-approach-to-learning.pdf Kárpáti, A., Molnár, É. & Munkácsy, K. (2014). Pedagogising knowledge in Multigrade Roma schools – potentials and tensions of innovation. European Educational Research Journal, 13 (3), 325-337. http://dx.doi.org/10.2304/eerj.2014.13.3.325 Ngai, E., Tao, S. & Moon, K. (2015). Social media research: Theories, constructs, and conceptual frameworks. International Journal of Information Management, 35 (2015) 33–44. https://bit.ly/3sz5kwQ N. Sansone, N. Bortolotti, I., Buglass, S. (2016). The Trialogical Learning Approach in Practices: Reflections from pedagogical cases. QWERTY, 11(2), 99-120.