CHANGE MUST COME FROM BELOW BUT ALSO FROM THE TOP': STRATEGIES FOR ROMA SCHOOL DESEGREGATION IN THE CZECH REPUBLIC

Abstract

Roma children represent a discriminated minority in education in many European countries. Educational research shows that Roma students attending segregated schools have low educational achievement, but the strategies for reversing segregation – which have already been successfully used by some schools in practice – have not yet been sufficiently described. The article draws on qualitative research into Roma students’ segregation in Czech elementary schools, aiming to identify good practice leading to desegregation. The interviews were conducted with six educational experts and with teaching staff from eight elementary schools, whether segregated or successfully dealing with the risk of segregation. The data was processed via thematic analysis. The results indicate two main areas of intervention: 1) supporting the transition of Roma students to non-segregated mainstream schools via changing catchment areas, “bussing” and even closure of segregated schools; 2) making segregated schools more attractive to non-Roma parents and children via introducing alternatives into educational programs, increasing cooperation with out-of-school partners and improving the schools’ reputation. In conclusion, desegregation is achievable with the cooperation of all relevant actors. The remaining challenge for the future is to change the discourse – from a narrow view of Roma desegregation to the wider idea of inclusive education for all.