This research focuses on the experience of schooling for an Italian inner ethnic minority in the region of Trent, in particular in the urban centre. This area is interesting because, apart from three important studies conducted in the ’90s (see Gomes, 2003, Tauber, 1999 and Tomasi, 1999) it is less studied. I want to focus on the experience of schooling for the minority, particularly related to the asymmetric power relationships which are historically present between main society and the Roma and Sinti minorities (see Williams, 1997 and Piasere, 2004). A pre-research in the field study shows that “something is changed” referring to new generations’ attitude in sending children to school and placing more importance on the process of schooling. This trend is connected to the birth of Sinti Association, promoting their own rights for the inclusion without assimilation in the main society. The theoretical framework adopted refers to the history of relationships between main society and minority (see Ogbu, 2003) from both an institutional and a subjective point of view and it considers how the historical and current relationships between main society and minority shape the epistemology of the school elaborated by ethnic minorities. The claim for political and social rights as well as for literacy, carried on by Sinti minorities (see Trevisan, 2003), is interesting in a comparative perspective with the other Roma and Sinti minorities, fighting for the same rights in Italy, in Europe, as well as in other countries. The border region I choose for the research is interesting to trace comparison between Italy, Austria and Germany, where same and other communities of Sinti live and lived in the past, before to migrate to Italy (see Piasere, 2004). This research offers contribution to the international studies which analyse the relationships between main societies and marginalised minorities. As well, it offers comparison data to studies focusing on the answers, given by school institutions managed by the majority, to different cultural requests carried on by ethnic minorities (see Ogbu, 2003, Gomes, 2003 and Gobbo, 2003). 

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