Our research is based on two projects. First one, three years long (2005 – 2007) was entitled “Value of Education from the Perspective of Romani People (Education as Seen by the Romani Mothers)”.  The second project (2008 -2010) was entitled „Function of Cultural Models in Education”. The researches were supported by the Czech Science Foundation (GAČR, Reg. No. 406/05/P560, Reg. No 406/08/0805).

The main research question of our project is: Why Roma children transfer from common basic schools to vocational basic schools? How it is possible that thirty percent of Roma children obtain their compulsory education there against two percent children from majority?

These numbers are from the latest sociological researches. While authorised by the Ministry of Education, they are descriptive but they do not give the answer how and why it happens and their suggestions how to change this situation are quite weak. In our contribution to ECER 2010, we presented through qualitative analysis the emic (Roma) view of the factors which impact upon the choice of the basic vocational school. We found that the „communication“ is one of the most important conceptual points of our informants. In the present contribution we focus on the communication misunderstandings which occur between the teachers and Roma children and teachers and Roma parents. Can we find schemata that block comprehensible communication and create the feeling of frustration on the both communication sides and doesn't lead to any fruitful outcome?
It is interesting that Roma parents complain that teachers are not interested in communication with them and teachers complain about the same issue when they speak about Roma parents. Why both sides have the sense of absence of communication? Either side of the communication is not satisfied with the way the other side conducts the communication. How these communication styles differ and in what they are not compatible? What the parents anticipate and what the teachers anticipate? Which role evaluation playes like the mean of the communication?
The parents see the teachers as not interested in the communication, not respecting as the child's individuality as the parent's individuality. The teacher's „neutral“ way of the evaluation without any positive relation to the child dishonours the child or the parents. Supposed equal evaluation serves to exclude the undesirable child from the class either by means grades failure or by the transfer to the other basic school, previously vocational one. From the parental point of view we can call the teacher's way of communication as cool aggression.
The teachers find the emotional reactions of Roma parents to their evaluation of the child inadequate. They consider their own approach as equal because the child has seemingly same chances like other schoolmates to the best of one's abilities. Firstly they see their teacher's role as “the teacher who is teaching“ and not the one who is there to support socially weak persons. They consider parents' communication means raw, vulgar and sometimes dangerous. From their point of view the Roma' communication can be called hot aggression.

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