Engaging with decolonisation, tackling antigypsyism: lessons from teaching Romani studies at the Central European University in Hungary

Ethel Brooks , Colin Clark*, Iulius Rostas

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

In discussions about ‘race’, empire, imperialism – and the decolonisation of the curriculum in European universities – the discipline of Romani Studies has, until recently, been relatively quiet. This article seeks to address this silence and offers commentary on the institutional silences, via both disciplinary historical and contemporary country-specific analysis. A case study is investigated to tease out the ontological and epistemological transitions from early 19th Century Gypsylorism to 21st Century Critical Romani Studies: the teaching and learning of Romani Studies at the Central European University (CEU) in Budapest. We argue that the legacy of Gypsylorism, as much as the political climate in which the teaching and learning of contemporary Romani Studies occurs, are important aspects to consider. In moving forwards, we suggest that the models and pedagogies adopted at CEU since 2015 offer a useful and critical template for other universities and departments to consider adopting in progressing Romani knowledge production.
Original languageEnglish
Pages (from-to)1-12
Number of pages12
JournalSocial Policy and Society
Volume20
Issue number4
Early online date15 Sep 2021
DOIs
Publication statusE-pub ahead of print - 15 Sep 2021

Keywords

  • decolonisation
  • Roma
  • antigypsyism
  • Romani Studies
  • CEU

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