Abstract:

This study examines how Bulgaria's educational policies address the cultural and linguistic differences of Roma communities in the country and proposes a new educational framework. This was a mixed method study that consisted of a document analysis of past and present educational policies and an extensive on-site fieldwork. The fieldwork was comprised of in-depth interviews with members of Roma communities and education professionals, and of participant observation during formal and informal educational activities. The empirical data collected unearthed many grievances experienced both by Roma students and by their teachers and other education professionals that have been recognised in policy documents. Nevertheless, the implementation of solutions currently seems to be insufficient. Crucially, all education professionals identified a language barrier as the most crucial hurdle preventing Roma children from receiving adequate education. This study proposes the adoption of a dual language differentiated education framework. This approach is based on a classroom with a balance between majority and minority language students, while working with a local-specific differentiated curriculum, created by collaborating with local groups and utilising local knowledge. The implementation of this framework can be aided by the adoption of non-formal education activities in the formal curriculum. However, the success of its application is dependent on tackling problems such as school segregation, lack of ethnically Roma teachers and the insufficient training for working in intercultural environments that teachers receive.

Keywords:

Roma, dual language education, differentiated education, integration.