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ERIKA KEREKES-LÉVAI
Principal

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One of the main momentums of the film

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is that the students have to characterize
the Roma,

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so I could say this part is about

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Roma self-identification.

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Actually, this is very difficult
for this age group,

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as even if everything is ideal

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in a child’s life

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defining ’who am I’

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is truly challenging

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on the threshold of adolescence.

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In addition,

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their intellectual and, connected to that,

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their emotional sense of belonging

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to a minority group has been developing

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and, considering this,

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it is incontestably hard for them

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to figure out how they are supposed to find

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their own life and goals.

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In the previous class

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we started to discuss things

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that are related to the origin

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of the Hungarians on the one hand,

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the origin of the Roma on the other hand,

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and also to folk customs.

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The Roma… where do they actually come from?

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I will be happy for those who raise
their hands. You?

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From India.

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They come from India,
as we discussed previously.

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and what did we say, in which direction
did the Roma trek?

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Do you remember that they are from India,
as we have mentioned …

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but where did they move then?

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Look, there is a map you saw
yesterday as well,

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so India… It's your turn.

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To Europe.

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To Europe.
And did they take only one direction?

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To Asia.

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Well, yes, some also went to Asia,

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but there were several directions in Europe.

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They departed from India to different parts of Europe

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so they wandered.

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The task is the following:

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we are going to work in groups.

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So, the first thing to do

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and you have not more
than 3 minutes for that

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is to list the words and phrases,
in any language,

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that you find very characteristic
of the Roma.

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Let’s start!

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Cooking in cauldron;

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Write it, write it down then.
They cook in a cauldron.

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They keep vigil…

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PARTYING

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Can I write this on the board?

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OK, I know KHELEN means dancing…

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OK, she is supposed to be on his way…

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hurry up, because time is running out!
Always…

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you wrote that ”they drink every Saturday.”

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THEY DRINK

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Let’s say it aloud.
What did they write?

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They dance well and they sing well.

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How do you spell the first one? Tell me.

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THEY DANCE AND SING WELL

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Yes, they dance and sing well… go on!

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The women wear LOVELY skirts.

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SOKÁ? What does it mean?

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SUKÁR, SUKÁR, beautiful.

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SUKÁR! Beautiful skirts, I understand now.

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I thought that… yes, they wear them.

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Is there anything else he didn’t write?

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Let’s say it aloud!

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THEY CAN COOK. They can cook.
Yes…

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THEY ARE THE BEST AT COOKING STUFFED CABBAGE.
The are the best at cooking stuffed cabbage.

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They are the best in cooking
stuffed cabbage, yes.

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Something you haven’t seen yet.

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Yes, cabbage with a C…

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 It's your turn.
You can go sit down and listen, please.

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THEY RESPECT THE RULES.

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I will hand out something for two people.

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They can dance.

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Did you write it in Hungarian?

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Yes.

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The women wear nice skirts.

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Wearing beautiful skirts has already been
mentioned by the other group…

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in Romani language,
and you said it in Hungarian.

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ESZTER  TARSOLY
researcher

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We can see an example of creating
cultural relevance,

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when the students,
as a part of a history lesson,

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hear about what kind of historical motifs
can characterize the Roma.

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What the teacher highlights is
the migration of the Roma.

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It is mentioned that they
departed from India,

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went to many places,

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they are still going to several places,

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there were some that settled in Hungary…

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It is interesting, because in contemporary
European folklore,

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migratory lifestyle is often associated

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with Roma communities that are completely
settled down,

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even if it only applies for particular groups.

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On the other hand,

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 it is of particular importance
in the Hungarian context,

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because the topic of settlement
after migration

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is a key element in
Hungarian history teaching,

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when tribes of somewhat
Hungarian ethnicity,

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 speaking an early form of
the Hungarian language,

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settled in the Carpathian Basin.

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This is a motif of Hungarian history

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that still surrounds us
as a part of modern folklore.

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So it is interesting that the teacher is trying
to create a bridge,

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she also brings up the motive of migration
in relation to the Roma.

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At the same time,
and perhaps more importantly,

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children do not base their
definitions of Roma identity

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on historical data or historical myth,

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but on their everyday experience,
their way of life.

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they highlight clothing, dress,
habits, eating, drinking, relaxing

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it is a definition that is completely rooted
in the present

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and it is evolving before our eyes.

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It also suggests that identity is never
a predetermined, boxable fact,

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but it is always related to both intra-
and extra-group factors,

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pressures, influences,

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developing along these factors as flexibly,
vividly and continuously

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as it does when in the children’s
in-class identity constructions.

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BERNADETT JANI-DEMETRIOU
doctoral student, researcher

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The classroom moment in this video
demonstrates well

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how categories evolve in particular groups.

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The group members designate the characteristics
that define a category together,

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and they jointly assign values to it.

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This process is done through group discourse,

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in which the members jointly define

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the boundaries that specify a category,

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together they collect the characteristics

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and determine the values associated
with these characteristics.

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JÁNOS IMRE HELTAI
researcher

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It is also an interesting question

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why the children approach the question
of what the Roma are like

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from the topic of dancing and eating.

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They could say a lot of other things,

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but they prefer to highlight these things,

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mostly related to lifestyle
and everyday habits.

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They do not allow room for the stereotypes

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that come from outside,
which they sometimes hear ...

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In fact,

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I have already witnessed cases

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when these stereotypes became internal.

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The characteristics of everyday life
come up instead of these.

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It is certainly very good that
they can reflect on this.

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The things they do and
the way they live at home

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also becomes relevant in school.

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It is also an important thing

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that the teacher shows interest

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in making the children feel cosy at school

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and in helping them to develop
in the further learning process.

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I think one of the main goals
of translanguaging is

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to create a liberated, accepting attitude
towards school

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among both parents and children.

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My opinion and my experience tell

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that in order to achieve that goal,

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it is very important to know
the history and customs

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of their own people,
their own ethnic group,

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and within that,

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hey need to know
that certain closed communities

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also develop certain customs,

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and, if they get to know it,

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their awareness of belonging
to a community can develop.

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They listed a lot of interesting things

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about the characteristics of the Roma,

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which shows that they accept this

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and are trying to place it both
in their own lives

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and in the life of the community.