Recently, Roma people are to an increasing extent conceived of as being ‘a problem’. Often, these problems are explained in terms of cultural values that vary from the established order. European projects focusing on Roma inclusion seem to coincide with a growing societal support for the idea to civilize and to re-educate this ethnic group. Educational beliefs run up against their boundaries at the moment differences become too large to be bridged though. Well-intended initiatives do not meet their purpose because of a communicative gap; in many cases, they do just not make sense to the people they are directed to. There is a challenge in this confrontation, as what ‘usually works’ now does not work. In some way or another, the Roma people do not let themselves ‘be included’. Apparently, ‘difference’ in this context requires other educational modes, techniques or attitudes to be dealt with. The aim of this contribution is twofold. On the one hand, it casts some doubts on current (European) policymaking towards Roma people. On the other hand, it seeks for approaches that may serve as a step-up to make education contribute to ‘living together’ and building up a community in a meaningful way.