Az ELTE Társadalomtudományi Kutatóközpont (MTA Kiváló Kutatóhely) 

Szociológiai Kutatóintézete 

tisztelettel meghívja 172. Jour Fixe eseményére

 

Racial-ethnic identity enactment and its connections to critical cultural and  racial literacy and art-based methods   

 

Előadók: Vidra Zsuzsanna, Kende Ágnes, Árendás Zsuzsanna (ELTE TK SZI)

Hozzászólók: Maszlag Fanni (adjunktus - ELTE PPK Felnőttképzés-kutatási és Tudásmenedzsment Intézet); Dupcsik Csaba (ELTE TK SZI)

Időpont: 2026. május 21. csütörtök 13:00
 

Helyszín: Az eseményt hibrid formában tartjuk meg.

 

Személyesen: Szociológiai Intézet 1097 Budapest Tóth Kálmán utca 4.;  B.1.15

 

Online: Zoom link:

https://us06web.zoom.us/launch/jc/84012374263

Meeting ID: 840 1237 4263
Passcode: 200392

 

Absztrakt : 

This study based on ethnographic fieldwork and interviews with teachers explores how Roma and non-Roma teachers relate to cultural, critical, and racial literacy within an all-Roma school environment. The research is grounded in the critique that the conservative-nationalist educational system promotes a homogeneous conception of national identity and culture, while approaching minorities through similarly essentialist frameworks. In such a context, critical perspectives on culture—particularly Roma culture—are largely absent from curricula and pedagogical practices. The study therefore examines the extent to which Roma and non-Roma teachers are able to adopt critical or reflexive approaches in their everyday educational work.

The findings reveal significant differences between the two groups. Roma teachers, all of whom had experienced microaggressions throughout their educational and professional trajectories, developed a more reflexive and critical understanding of their position as members of an ethnic minority. Arts education further strengthened this critical perspective and supported the development of racial and cultural awareness. In contrast, non-Roma teachers, although generally tolerant, open, and sensitive toward the Roma backgrounds of their pupils, tended to reproduce forms of cultural literacy grounded in majority norms and expectations.