Politics of multilingualism in Roma education in early Soviet Union and its current projections
Abstract: This article presents the history of the politics of multilingualism (or lack thereof) in regard to Roma (formerly known as "Gypsies"). In the 1920s and 1930s in the newly established Union of Soviet Socialist Republics, against a backdrop...
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Abstract: This article presents the history of the politics of multilingualism (or lack thereof) in regard to Roma (formerly known as "Gypsies"). In the 1920s and 1930s in the newly established Union of Soviet Socialist Republics, against a backdrop of proclaimed principles of full equality of all peoples living in the new state, commenced a rapid creation of schools for Roma children with instruction in Romani mother-tongue along with special training of Roma teachers. The results achieved were impressive in regard to the general literacy of Roma communities, but nevertheless in 1938 the "Gypsy schools" have been closed and Roma children were enrolled into mainstream schools lacking any elements of multilingualism. After World War II individual countries of Eastern Europe implemented various forms of special education for Roma children, neither of which however with elements of multilingualism. Only after the collapse of communist regimes in Eastern Europe, in the conditions of transition a
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Zum politischen Anspruch der Oral History. Über das epistemische Schweigen und die ontologische Taubheit der Mehrheitsgesellschaft
Abstract: Listening is the art of those who practice oral history. But do we hear what we are told? And can we adequately (re)present the voices of those we have interviewed? In this article, we critically examine this implicit political claim of...
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Abstract: Listening is the art of those who practice oral history. But do we hear what we are told? And can we adequately (re)present the voices of those we have interviewed? In this article, we critically examine this implicit political claim of oral history with the help of empirical case studies. Using interview collections on Dutch (post)colonial history and on the history of Hungarian Roma, we show how the social phenomenon under investigation already became visible in the research situation itself, namely that life narratives of marginalized people were always dependent on the knowledge production by the majority. We explore the dynamics between interviewers and interviewees in order to clarify which framing allows us to (not) hear voices. We thus analyze the epistemic silence and the ontological "deafness" of a society. As a summary, alternative methodological approaches are pointed out and a plea is made that participatory research must also be epistemic research. Our central concern
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