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  • 1 The University of Bergen, Norway
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Exploring a group of Roma mothers’ experiences regarding their children’s education in Norway, this article adopts an ethnographic approach. One key theme emerging is how the mothers actively negotiate how to prioritize education and, at the same time, prioritize the core values and practices they perceive as vital for “being Roma.” The findings challenge a strong metanarrative in the national public debate, portraying Roma parents as a homogenous group unwilling and unable to procure education for their children. The findings are considered in light of the current Norwegian educational policy toward the Roma minority children. Particularly, the article addresses how the mothers’ experiences demonstrate a need to challenge current understandings of the concept of inclusion. It argues that inclusion, as it is understood and practiced within the Norwegian educational system, entails a high degree of assimilation.

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