Te tut si so te phenés, le lava arakhesa . Rom educator in and out education: a case study

Abstract

Educational intervention does not always guarantee that the inclusion objectives will be achieved, especially if the nature of the action proves to be compensatory, or even fuelling the marginalizing dynamics. The ethnic specificity and discontinuity of interventions aimed at Roma and Sinti minors and families have often been indicative of a relationship based on the subalternity of these communities, so that education was used as a device to promote relations based on the binomial oppressor-oppressed. However, educational action can also redefine the relationship with those who live on the margins. Through a single case study will be investigated the life experience of a Roma educator living in Rome regarding how education places can exclude those who are perceived and narrated as different from "us", but also as formal and non-formal educational paths can be promoters of a liberating revolution, aimed at inclusion and social justice.