School classrooms are more and more composed of pupils from wide range of environments.  Numbers of foreigners grow continuously in the Czech Republic – 254 000 foreigners in the country in 2004 and 633 000 in 2020 according to Czech Statistical Office. However, Roma pupils with low socio-economic status are continuously perceived as the biggest problem from the perspective of majority population (Němec, 2020). However, right reproduction of poverty and especially trans-generation transmission of low socio-economic status are one of main problems of education system from the perspective of researchers (Němec, 2020; Prokop, 2019).  

Education system reacts on this situation to some extend especially on the level of policies, however, very often school environment is more hostile towards children from minority and foreign background in concrete places (Kohout-Diaz, Bittnerová a Levínská 2018, Vorlíček, 2016). We know that hostile school environment is one of the reasons why mixed classrooms do not work satisfactory (Moree, 2019).

Stigma and status difference can influence the quality of a contact in mixed groups (Goffman, 1963; Batts, 2002; Samovar et al, 2013). Moreover, we know that stigma and status differences influence both sides – members of minority as well as majority population (Goffman, 1963) and this is also reason why the contact should be treated very sensitively. Some authors suggest concrete strategies, which can make contact easier (Allport, 1954; Batts 2002, Berry 1997 a 2001; Gallois, 2003; Siem, von Oetingen, Mummendey a Nadler, 2013; Dovidio, Gaertner a Saguy 2007).

Interspace is a term, which is used in this text for describing lived space in mixed groups where application of some rules and principles can make such a contact easier. Description of these principles is based on three data samples collected in 2016 – 2020 in three mixed groups where Roma and Non-Roma were working or living together.

The first interspace is based on interviews with elites on both sides. The second is based on experiences of pupils, parents and school principals in surrounding of disadvantaged areas in one middle-sized town. The third is based on deep investigation of mixed Roma – Non-Roma theatre group which created performance by means of theatre of the oppressed methodology in one place with high rate of segregation. In all samples the school environment and experiences from schools are pointed out as crucial for further developments of relations towards “the others.”

The main research question was which factors influence sensitive contact among representatives of different groups during concrete interactions and co-operations?

There were three samples of data used for formulating “interspace theory”: Sample 1) - 40 representatives of minority and majority groups were interviewed in period March – December 2017. The respondents were people who are active in projects, which promote co-operation and who have experience running these projects together. Interviews were taped and coded by means of open-coding methodology. Sample 2) – 5 representatives of Roma families living near disadvantaged area and 20 teachers and school principals from schools, which they attended were interviewed. Interviews were taped and coded. Sample 3) – 12 members of Roma – non-Roma mixed group preparing theatre of the oppressed performance in one disadvantaged area. In this case the research method was a combination of field notes, interviewing, participatory observation and coding of recorded performances.

The expected outcomes have several levels: Personal level – the data show that all individuals experienced some kind of prejudices but at the same time in the moment they have contacts to people from out-group in their surroundings, it is much easier to overcome these experiences. Societal level – respondents show concrete examples of changing the understanding of “normality” in public space. In the moment that they start doing things in a mixed group of people, their surrounding starts to react positively. Education is perceived as an important tool to overcome prejudices but at the same time schools are very often an environment where prejudices and discrimination are experienced. Discrimination and inability to overcome prejudices is very often linked more to anonymous environments then to concrete situations of interpersonal encounter. However, they are very powerful and they seem to be the biggest problem of respondents who represent minority as well as majority groups. If the contact is treated sensitively according to some rules where stigma and status differences are taken into account, the relationships in the groups are much more positive.

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