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ERIKA KEREKES-LÉVAI
head teacher

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In the previous lesson we
discussed the custom of vigil,

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and even then I sensed that
the children were excited about it,

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so I thought it would not
remain unfinished,

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and in this lesson we also touched on it,

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as a typical custom,

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discussing how a vigil goes around the dead

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in the Romani ethnic group living here.

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The children themselves feel that
this is something mysterious,

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which is almost unique to them because
if we observe the processes of the world better,

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it can be said that we do not only lack time

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for the vigil to say goodbye
to the dead,

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but slowly we do not have time to go to a funeral either.

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Therefore, it is still really 
an almost separate world

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 in this respect among 
the people living here.

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Well, I’ll give everyone a task.

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It is written here that in the graves
from the time of the conquest,

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so when the Hungarians' graves 
were unearthed,

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silver money, gold, fittings, 
clothing ornaments,

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various horse tools, sabers, bows, 
quivers were found in the graves.

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I am curious that if you write it down now…

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let’s write sentences, phrases, words

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 about things that are used
in gypsy vigils,

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it can be Roma or Hungarian.

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If you read this, there is a question 
as to whether you think

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these burial customs

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found in the tombs of the time of conquest
appear in any form

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at the burial of - don’t tell it -
gypsy people.

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Let’s work together, let’s start.

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For this, kids, you have
a maximum of five minutes.

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They sit around at the vigil.

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The favorite music of the dead is played,

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 men light candles for them every night,

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men burn rubber in the evening,

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the children are in a separate room.

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The TV mustn’t be turned on, 
it has to be covered with something.

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Black clothes should be worn 
at the funeral and the vigil.

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OK. So she said the TV must be covered,
so it is not to be mentioned again.

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So she said they watch. 
For how many days do they watch?

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 Because she said…

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Until the deceased is buried.

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Until he is buried.
So they watch all night, right?

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I don’t really get the rubber-burning part,
because I assume it is not an ancient …

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They do it.

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And why do they burn rubber?

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I don’t know.

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To bring light to the dead, 
so they are not in the darkness.

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So  they are not in the darkness? 
And that’s why they burn rubber?

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Well, that’s something new, as rubber is 
a new thing too; well, that’s interesting.

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I’ve heard such a thing and
that’s why I asked this question,

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that something is buried next to someone.

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Is there anyone like this you know?

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A favourite object?

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 Let him say it now.

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Flowers.

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Flowers are put ON the grave, 
but I meant … Let’s say it.

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Sometimes his/her favourite 
piece of clothing is put beside.

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Something he/she liked.

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Favourite jewels.

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Don’t interrupt!

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What she loved the most 
was put next to her.

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And could you say an example 
for any things put beside.

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Best piece of cloth because 
he/she loved it… Let’s say it

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Balls for a little child.

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Balls, for a kid?

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Cars.
Cars…

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Their favourite jewels.

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Favourite jewels…

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JÁNOS IMRE HELTAI
researcher

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In this Roma community,

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burial is a phenomenon to which
certain rites are still attached,

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which can be exciting for those
living outside the community,

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and which are the internal treasures 
and values of the members of the community.

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In this class, these come to the fore,

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and this kind of emphasis on the cultural
values of a community

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 is an important feature 
of translingual pedagogy.

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It is exciting that all this comes about

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in connection with the Hungarian
funeral customs

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of a thousand years ago
during the conquest.

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And here, indeed, the teacher
discovers similarities

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that connect these traditions 
with the customs

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 that exist among her students today,

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such as placing objects 
next to the deceased.

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It is worth noting 
that children read their posts

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from relatively long Romani texts.

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They wrote a lot about it, 
they like to write about it,

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and so it really doesn’t matter
in which form

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that text was actually written,

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as knowledge comes into focus;

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the ability to report on their own habits.

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PETTERI LAIHONEN
researcher

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In this example, we can observe 
a form of local,

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 or community pedagogy,

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in which the teacher firstly speaks

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about Hungarian tombs 
from the time of the conquest,

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and then she directs the topic
to the local Roma funeral customs.

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In this sense, community pedagogy refers to

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the process of linking learning
with the history, culture

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and the immediate environment 
of the local community.

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I witnessed the same pedagogy 
when I visited a Sámi school in Finland;

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there the textbooks were also 
made in such a way

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that the pictures that appeared in them
depicted both the environment there

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and the people there
in the various subjects.

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For example, they included animals 
that live in the north

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 and not in an urban environment,

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so they did not depict 
the southern environment.

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In this sense, this is also the case here.

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Although here they discuss the tombs
of the Hungarian conquest period

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and from Hungarian history first,

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they still get to reflect on
the Roma communities,

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in this sense, it is a very good example

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of the implementation of local 
or community pedagogy.

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GERGELY OLEXA
teacher trainee

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The topic of the conquest is
an extremely difficult chapter

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 in the history of Hungary.

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One reason for this is 
the great distance in time,

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and the other is that

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it is difficult for children to understand

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the social conditions
of a thousand years ago,

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it is difficult to identify with 
the everyday phenomena of the era.

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However, the translanguaging attitude 
provides an opportunity

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for creative processing of the topic,

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and finding cultural parallels is 
not the only proper way for it,

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but there is also, for example, 
a form of time confrontation

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where specific contemporary phenomena

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 such as rubber burning during vigil
are discussed.

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From the things discussed, it is clear

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that children also experience this
as a strange event;

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well, this is no wonder, since it is 
a matter of birth and death.

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Maybe a little frightening for them.

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You can't watch TV.

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They cover up the TV.

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They almost feel the spirit 
of the dead around them,

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and there’s something scary 
and exciting about that,

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so they’re eager to talk about it.

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 I think it is important to talk about 
the most typical folk customs,

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because this can be the basis 
of the self-identity of teenagers

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if we want to achieve in school that they 
also like to use and apply their language.