From (In)Visibility to Educational Agency: Romani Women in the Creation, Transmission, and Institutionalization of Knowledge
DOI:
https://doi.org/10.12775/SPI.2026.3.007Keywords
Romani women, educational agency, knowledge creation, intercultural pedagogy, Roma education, Critical Romani StudiesAbstract
The aim of this article is to present Romani women as active participants in the processes of knowledge creation, transmission, and institutionalization, and to propose an interpretative model describing the development of their educational agency. The subject of the analysis encompasses the diverse educational, academic, artistic, and social activities of Romani women examined from the perspective of intercultural pedagogy.
The article adopts a theoretical and analytical approach based on a review literature and case studies of selected Romani women. The analysis begins with a critical reflection on the dominance of narratives produced by non-Romani scholars and the consequences of marginalizing the experiences of Romani women in educational research. Furthermore, the article identifies three interrelated stages in the transition from invisibility to educational agency: knowledge creation, knowledge transmission, and knowledge institutionalization. These stages are illustrated through examples of Romani women engaged in various forms of educational, academic, artistic, and social activity.
The findings demonstrate that Romani women should not be perceived merely as passive recipients of educational initiatives, but rather as active contributors to knowledge production, cultural memory, and contemporary academic and public discourse. The proposed interpretative model systematizes the mechanisms leading from social invisibility to educational agency,highlightingthe role of Romani women as co-creators of pedagogical knowledge. Finally, the findings indicate a profoundneed to incorporate the perspectives of Romani women more extensively into educational research and practice, thereby contributing to a more comprehensive understanding of educational processes in multicultural societies.
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