Suchergebnisse

Front cover -- Front matter -- Series title page -- Title page -- Copyright page -- Table of contents -- List of Tables -- Acknowledgments -- Part I Introduction -- Chapter 1 Author's Purpose -- Personal Note -- Roma and Romani Studies -- Notes on Methodology -- Structure and Subject of the Book -- Chapter 2 Theories and Concepts-State, Nation, and Identity -- Homogenization Efforts During State and Nation Building -- Managing the Population and Classifying Identities -- Comparative and Historical Study: Roma in Hungary and Russia throughout Time -- Part II Bad Gypsies and Good Roma in Historical Perspective -- Chapter 3 Early Nation and State Building in Empires -- Early State and Nation Building: Control over the "Other" -- Enduring "Backwardness" -- Chapter 4 The End of Empires -- The End of Empires: World War One and the 1917 Revolution -- Soviet Nativization Policies in the 1920s and '30s -- Hungary After the Treaty of Trianon -- A Note on the Holocaust -- Chapter 5 State Socialism (1945-1989) -- Assimilationist Campaigns -- Political Education in State-Socialist Schools -- Categorization of Roma: Legacies of Socialist Identity Politics and Critical Voices -- Part III Contemporary Identity Formation -- Chapter 6 Fieldwork -- Fieldwork and Positionality -- Ethnography: Ethics, Reflexivity, and Positionality -- Chapter 7 "Bad Gypsies"-Negotiation of Identities in Primary Schools -- Neo-Modern State Building: National Revival and Patriotic Youth -- Bad Gypsies in Segregated Schools -- Disciplining Bad Gypsies in Classrooms -- Reproducing and Contesting Stereotypes -- Chapter 8 Making Good Roma from Bad Gypsies -- Contemporary Antigypsyism -- Pro-Roma Civil Society's Roots, Goals, and Projects -- Negotiation of Identity and Non-state Actors -- Chapter 9 Negotiating Identity -- Identity Struggles -- Identity and Belonging -- Kinship and Community.

The coronavirus pandemic has profoundly affected Hungarian higher education (HEI). As campuses around the globe were forced to shut down, online distance learning became an everyday reality for all students. At the same time, faculty were rushed to adjust their teaching content and methods, as well as forms of assessment, to online teaching. As a result, this transition exposed flaws in technological abilities, digital preparedness and flexibilities within universities. In this work, my goal is to analyze how the Hungarian HEIs adopted online educational practices during the pandemic and how they were able to address some of the difficulties while adjusting their teaching and creating new forms of support for both students and faculty. To that end, the article first discusses the prevalence of distance and digital learning before the pandemic, then evaluates the steps and challenges of transition to remote online education during the pandemic, and finally highlights some lessons learnt and best practices of some Hungarian universities.

Is there a need for more research on the effects of COVID-19 on education? While there is research suggesting that the impacts and "the troubling effects of the pandemic on research and higher education… might be felt for years to come" (The Lancet Editorial, 2020), there is also discernible pandemic fatigue, not only among the population, but researchers and subjects of research as well (Patel, Webster, Greenberg, Weston, & Brooks, 2020). Indeed, there has been an overabundance of published research articles in nearly all disciplines about the pandemic. The purpose of the current special issue is not to repetitively take stock of what happened during the pandemic but rather explore how the pandemic transformed the education system while rethinking certain practices and strategies engrained in the education system. To some extent, then, taking stock of what we know about the pandemic should help us prepare for the era some call the "new normal post-COVID-19 era" (Cahapay, 2020).

This study advances the argument that contemporary Russian illiberalism can be characterised through immense societal polarisation, generating a language of 'othering' and equating groups with critical political attitudes as 'agents of the West' or 'foreigners.' In the name of eradicating 'amoral Western influence' and shielding Russia from 'foreign penetration and propaganda' that spreads immoral values, political control over 'foreign' groups and organisations has intensified. In a similar vein, patriotism is increasingly equated with loyalty to the Russian state. In this article, based on the example of LGBT organisations I show how othered groups strive to (re-)define themselves as part of the Russian nation—as patriotic and socially useful members of society. Employing institutional, political and social strategies, groups such as pro-LGBT organisations try to resist being pushed outside of Russian society, and in the process prove their patriotism and rootedness.

Scholars have long been interested in researching Roma; a form of "top-down research," where the researcher analyzes, gathers data, and interviews the "objects" of the research, is still dominant in the field, although an increasing number of critics have been proposing ways of including Roma in knowledge production to shape the discourse about themselves. Exclusion of Roma in the process of research silences their voices and contributes to incomplete, flawed findings that often reinforce stereotypes. This paper takes a critical look at interactions and the power dynamics between the researcher and the informant(s) during research based on one in-depth case study: fieldwork conducted in a small town in Hungary in 2012–13. The presented research is one small step towards deconstructing knowledge production with a focus on research ethics and practice, rather than a large-scale paradigm change. This paper strives to transcend the scholarly field of Romani Studies specifically, and contribute to the broader literature on Social Science methodology, especially scholarship about interpretive methods and fieldwork.

The study demonstrates that the definition and meaning of education, and by extension of educational inequality, are embedded in countries' historical, political and social environments, while also responding to exogenous changes and international trends. We comparatively discuss the experience of 4 countries (Norway, Finland, Lithuania and Hungary) in order to unpack the historical underpinnings of the way education is framed in policy documents. Building on that, we review the effects of neoliberal ideas with their universalist dogma that have affected policy making in all cases, and assess to what extent the meaning of education was decoupled from its historical framework. Our findings are relevant for understanding not only the process of policy change, but in particular how the meaning of concepts within educational policy change over time. We suggest that embedded concepts carry meaning that has evolved over time and became strongly entangled with the country's history and culture, while prevailing ideologies (neoliberalism and in the case of Hungary that of neoconservatism) also generate considerable effects on education policies.

Disproportionate exposure to adverse environmental conditions is part of the complex cycle of dispossession and racial discrimination faced by marginalized minorities in Europe—primarily the Roma. The concept of environmental justice or the analysis of environmental risk along racial dimensions are largely absent from policy debates. This is a critical omission considering that the consolidation of neoliberal governance powerfully recomposes access to public services and individualizes collective responsibilities for a safe environment. Driven by competitive logic, neoliberalism champions the zero-sum game where losers are either abandoned or punished by the governing apparatus. This article argues that neoliberal governance, underpinned by moral appeals and racist imaginaries, legitimizes repression of marginalized groups such as the Roma. The primary purpose of this paper is to fill a theoretical and conceptual gap in the literature linking environmental issues to racism.

After Lithuania re-gained its independence, linguistic and cultural minority groups residing in the country had the right to be educated in non-Lithuanian-medium schools. Yet, the education of linguistic minority children has been a contentious topic in Lithuania for many years, and there is no conclusive evidence on how minority-language-medium schools in Lithuania perform academically, with national assessment suggesting that they perform worse than Lithuanian-speaking schools, and international assessment showing mixed results. Our research focuses on Russian- and Polish-medium schools and analyses the difference in academic performance among children attending Lithuanian-medium school and minority-language schools, as well as its reasons and social implications. Using the OECD Program for International Student Assessment (PISA) data, we find that minority-language children perform better when attending a school in which the language of instruction is the same as their home language.

The Introduction presents the origins of the new journal "Critical Romani Studies". It discusses why the editors found a new journal. Finally, the paper presents the main features of the new journal.