Dekolonizacja edukacji a aspiracje w społeczności romskiej w Polsce
Decolonizing Education and Aspirations in the Roma Community in Poland

Summary/Abstract: The aim of this article is to examine the impact of decolonizing educationon the formation of educational and life aspirations among the Roma, taking into ac-count the specifics of Roma activism. In the context of Bourdieu’s social capital theoryand Deci and Ryan’s self-determination theory, I analyze how a decolonial approach toeducation, based on respect for cultural and linguistic diversity, can support the devel-opment of aspirations in marginalized groups. The article demonstrates that transform-ing education in the spirit of decolonization requires not only changes in curricula andteaching methods but also a critical revision of dominant educational narratives andpractices to better reflect social complexity and diversity. The focus is on the situation ofthe Roma in Poland, who face challenges stemming from marginalization and discrimi-nation within the educational system. The analysis of Roma activism shows how collec-tive actions can strengthen individual aspirations, and how individual pursuits can con-tribute to the realization of group goals. The Roma movement, through building socialcapital and promoting inclusivity, plays a key role in changing the narrative about Romaand striving for educational equality. The article emphasizes that achieving educationaland life aspirations among the Roma requires a comprehensive approach that addressesboth structural barriers and limitations of social capital, as well as the need to supportthe fulfillment of basic psychological needs: autonomy, competence, and belonging. De-colonizing education by incorporating Roma perspectives, values, and experiences is acrucial step towards a more just and inclusive educational system.

• Details
• Contents