Romani Students’ Responses to Antigypsyist Schooling in a Segregated School in Romania

In this article I explore the responses of Romani students in a segregated school Romania to majoritarian deficit narratives constructed about them, investigating specific nature such discourses and strategies resistance deployed by students. To do so, designed theoretical framework which fused elements Foucauldian Critical Race Theory (CRT). The case study was underpinned principles in-depth critical qualitative research, explicitly addressing racial, political systemic educational inequalities Romania. spent two weeks secondary school, were tracked into Romani-only class groups. observed 12 lessons interviewed three white Romanian teachers 11 findings suggested that mobilized families, culture, cognitive abilities, potential, reflected their pedagogical justifications students’ ‘school failure’. Students resisted assumptions through counterstorytelling, naming oppression, disruption, refusal ‘rules schooling’, as homework. argue highlights thinking agency. Among others, indicate need for urgent change teacher training policy.