Abstract
In this article, I reflect on the various uses of reflexivity in Roma-related educational research focusing on the Nordic context, in my own and other authors’ writings. I respond to the call of the recently founded Critical Romani Studies journal for reflexivity, which has been raised since mostly non-Romani scholars produce Roma-related research. I purposefully selected 34 academic texts, which I closely read in relation to various research paradigms and their typologies of reflexivity, after which I further reflected on my own readings. The article contributes to recent debates arguing for reflecting on uses of reflexivity, or for a reflexivity of reflexivity, as a strategy to address the reproduction of epistemic privileges in research.
Highlights
A discursive shift in academic, cultural, and policy discourses occurred around 2000 in Europe, from assimilation of Romani people towards historical justice, political responsibility, and Roma rights
I respond to the call for reflexivity put forward by various authors published in Critical Romani Studies and Roma Rights Quarterly
I conclude the article with open-ended reflections towards a conversation on reflexivity and decoloniality in Roma-related educational research
Summary
A discursive shift in academic, cultural, and policy discourses occurred around 2000 in Europe, from assimilation of Romani people towards historical justice, political responsibility, and Roma rights. I respond to the call for reflexivity put forward by various authors published in Critical Romani Studies and Roma Rights Quarterly.
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