In my master's thesis, I investigated how Roma education assistants understand their role in the Slovenian primary education system. In the theoretical part, I conducted a literature review on the origins of the Roma, their history, and changes in cultural and life practices. I specifically focused on the Roma community in Slovenia and identified four main areas of exclusion that they face in our country and around the world. I highlighted the domain of education as an important area of exclusion of Roma and presented the profession of Roma education assistant as an institute that strives to reduce exclusion of Roma children in education. The empirical part of the thesis was intended to study the understanding of the role of Roma education assistants in the school system. I researched the factors that influence individuals' decisions to pursue this profession. I also focused on potential obstacles and challenges that Roma education assistants face at work and on how they understand and balance the importance of preserving the Romani language and cultural practices in their work. Qualitative method of semi-structured interviews was used on a sample of eight Roma education assistants employed in primary schools across Slovenia. The data was analyzed using the method of qualitative content analysis.
The results of the research show that Roma education assistants choose their profession because of their joy in working with children, previous experience, education and desire for changes in the Roma community. Some also enter this profession by chance, which indicates a low recognition of the profession. They understand their role in the school system as multimidensional – in addition to acting as a »bridge« between the school, pupils and parents in overcoming linguistic, cultural and social differences, their work includes psychosocial support, teaching assistance, trust, mediation and protection of children from discrimination. They are also active outside of the school environment, in the Roma settlements, which can be understood as a rare example of adaptable and flexible institutional support. Furthermore, the results of the research indicate that the systemization of the Roma education assistant's institute has not solved the key problems, which are manifested in low pay, the absence of additional training and education, and the inability to advance through salary grades. Roma education assistants also highlight emotional demands of the work and individual aspects of working with the Roma community as obstacles to their work. Finally, the findings present that the role of Roma education assistans is primarily focused on adapting children to the majority society, while preserving Roma identity is pushed into the background, which takes away the truly inclusive charge of the institute of the Roma education assistant.
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