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ERIKA LÉVAI-KEREKES
head teacher

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In this exercise photos were handed out
to the pupils and their task was to

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select those they
would use if they

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had to decorate their
own classroom.

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You will be given a sheet like this,
and loads of photos, you see?

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You will have to place on
the sheet the photos

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that you think you would
use to decorate the classroom.

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I have indicated the
provenance of each photo,

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and you will have five minutes
to complete the task.

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I will now show you the pictures,

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and the group who decided to place

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a particular photo on the sheet 
will have to raise their hand

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 Has anyone selected this photo?
No.

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No. This is a painting
by Gyöngyi Kalányosi Ráczné.

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What about this?
No.

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And why not? The violins…?

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It seems old, dated.
It seems old?

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So, you think the Roma
today are not like this.

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Next photo?
Who picked this?

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You chose this.
Could you explain why?

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why did you choose this dancing girl?

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Because we still do… at home…
One person at a time.

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Because she is wearing a skirt with roses.

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We cannot hear her.

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They also wear the kerchief.

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Who chose this?

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 Explain why.
Because we had to [###]

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And what is this
young woman doing?

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She is begging.
She is telling someone’s fortune.

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She is a fortune teller
but it could be that she is also begging.

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No one chose this then.

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Who picked this photo and why?

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Because it is beautiful!

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And you picked this, too?

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What is this?

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A Hungarian dress.

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This is beautiful, too.

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A Hungarian dress.
This is beautiful, too.

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No!

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Why not?

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It is ugly.

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It is not like this anymore.

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And this is
something old,

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so, you have
not picked this.

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BERNADETT JANI-DEMETRIOU
doctoral researcher

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This recording shows
a translanguaging moment

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with cultural relevance.

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The pupils’ task is to
select from photos,

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that were handed to them
by the teacher,

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those which represent best the
Roma in the pupils’ imagination.

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The initial selectioning of the
photos is based on the teachers’

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prior experience,

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encounters with Roma women,

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and her own imagination.

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JÁNOS IMRE HELTAI
researcher

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The pupils’ and
the teacher’s point of view

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do not necessarily overlap.

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It is clear that modernity is
important for the children.

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What they perceive as archaic

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or an old image of the Roma,

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is rejected,
 it is not placed on their sheet.

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It is also noteworthy that

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they picked both the Roma and
the Hungarian folk costume

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simply because they find it
pretty, colourful,

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and not because it is seen as an
expression of ethnic identity.

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This task enables
the pupils and teacher

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to mutually shape the images
they have of each other,

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and gives the power
to the children to

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decide how we should
imagine a Roma woman.

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KRISZTINA CZUMPFT
graduate student

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A parallel can be
drawn between

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linguistic repertoires
and linguistic identities.

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Neither of them are
static, closed units;

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they are subject
to continuous change,

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they appear different

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in various periods of an individual’s life.

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It is a personal system.

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We segment both

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our repertoire and
identity into separate units

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that correspond to
various cultures and world views

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when our environment
expects us to do so.

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In my view, the five
minutes devoted

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to the task was not enough,

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not even an entire lesson
would be enough.

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Behind each picture there is a story,

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which would have been great to
unpack with the children.

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But like every teacher,

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I always struggle
with time constraints.

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This is why
I decided to limit

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the number of images from

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which the pupils could choose.

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If they had studied more broadly
about these subjects,

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we could have looked
at photos representing

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various ethnic groups
living around us,

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but they have not
studied such subjects yet.

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It is nonetheless
worthy of note that

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they were very aware
in their choices:

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they wanted to include both
Roma and non-Roma images.

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They sense that there is
a need for shared reflection,

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to get to know each other’s
habits and customs.

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The pupils really enjoyed
the task, so,

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I really regret that
we did not have more time.