phenomena like the impoverishment of many Roma and the level of racism in Greek society which oftenplay off one another and create a vicious cycle that will continue if measures are not taken.I suggest that the framing of the problem should change, or we should at least try to examine thepossibility that it needs to change. I believe that the viewpoint that the Roma are illiterate has no base.How can we consider a person illiterate when their language is purely verbal? I would also suggest that theperception of the Roma as hostile towards education has no base either. The framework of any furtherstudy should be that of the marginalization and impoverishment of people regardless of their ‘tribe’ or‘ethnicity’: the question is not whether people want to become educated or not, but rather whether they have the chance to do so in the first place.Notes:1.The term ‘Gypsy’ is thought by many to not be politically correct while the term ‘Roma’ is favoured.However, the word Gypsy carries less pejorative connotations than others, with the exception of theGerman language due to the negativity attached to the word ‘Zigeuner’ during the Nazi period. Here, theterm is used with no pejorative connotations and denotes ‘ethnic groups formed by the dispersal of groupsfrom within India from the tenth century, and their mixing with other groups during their diaspora’.2.The whole text is based on my thesis “Education of the Roma in Greece. Stories of exclusion from Zefyri,Greece.“, submitted in 2011 (King’s College London).
OYED, Organization for Youth Education and Development www.oyed.orgLiberating Pedagogy
by Dante Kotsinas
As Freire states in his Pedagogy of the Oppressed, each human has the undeniable right to
I fully adapt the ideas of Freire who claims that the marginalised groups’ economic, social andpolitical domination are actually responsible for their ignorance of their suppressed situation and theirpassivity towards it. The dominant groups keep the rest in a state where critical awareness is practically impossible. One of their tools is the educational system. Schooling is differentiated from education and itscontemporary processes are programming students to accept the system stoically. No educational processis neutral; it either prepares the student to embrace the system’s inequalities or leads to theirconscientisation which means
‘learning to perceive social, political, and economic contradictions and totake action against the oppressive elements of reality’
.But according to Freire we cannot expect from the oppressors to mobilise against oppression. After all, it