NOTHING ABOUT THE ROMA PEOPLE IN SCHOOL CURRICULUMS: It's not about having, but about being

The societal divide would be smaller if children had the opportunity to learn about Roma culture.

Andrea JELIĆ

...

"I ran away to the Netherlands.
I gave birth to my tenth child.
I had my eleventh child in Sweden.
I am forty years old.
I speak Romani (my mother tongue), Russian, Slovak, Romanian, Serbian, Bosnian, Croatian, Italian, French, Spanish, German, Dutch, and a little English…
My family is like 'Europe in miniature.'
I’m getting old…”

These are excerpts from the poem "CV 1" by the romologist, writer, and philologist Hedina Tahirović-Sijerčić from Bosnia and Herzegovina. These lines about the migration of Roma men and women are just a small part of her body of work. She has published fairy tales, poetry, memoirs, and various folk tales to help preserve Roma culture.

In Montenegro, no school subject addresses Roma identity, origin, traditions, literature, or language. This was revealed by a study conducted by the Center for Investigative Journalism of Montenegro (CIN-CG).

If children in our country were taught more about the rich Roma culture in schools, the ethnic divide and the lack of understanding about the lives of Roma men and women (who number around six thousand in Montenegro, according to the last population census in 2011) would be much smaller, say CIN-CG sources.

"Then, for example, we could discuss why Roma people write bilingually or why poetic expression is the most natural for them. But how can children learn about the culture of their fellow citizens when there are no teachers equipped to educate them? That’s why it’s crucial to establish studies in romology to train that teaching staff," explains Tahirović-Sijerčić to CIN-CG.

"Water is shallower than blood,
The song of the wire died in her
From the cries and moans of many beings."

This Romani folk song, in which Roma men and women have encapsulated their journey from India to Europe, was recorded by Rajko Đurić, one of the most renowned romologists from the region. Đurić, who passed away a few years ago, was also a doctor of sociology.

He argued that the most important thing for Romani culture is to be, not to have, and that this is best reflected in the Romani language, where there is no verb for "to have." To express possession, Roma men and women would say man si love instead of I have money, which roughly translates as, "money owns me."

If male and female students in Montenegro had the opportunity to read some of Đurić's works, they could, for example, learn about the Roma people's exodus, the first Indian king Harsha (who is believed to have Roma origins), Roma religion and mythology, literary creativity, or how the term "Gypsy" became a diagnosis.

Đurić also wrote about a phenomenon that is only now starting to be scientifically explored: Roma are bilingual in every country where they live, meaning they speak two languages.

When asked which Romani authors children could and should learn about in schools, the Ju Center for the Development and Preservation of Minority Culture told CIN-CG: "They should learn about Ruždija Rus Sejdović, the author of several books and collections of stories—Eremit, which we published in 2011 and is the first book in Montenegro written in standardized Romani, as well as Light at Midnight and Kosovo Carousel."

Slobodan Savović, the Director General of the Directorate for General, Secondary, Vocational, and Lifelong Education, a professor of history and geography, explains to CIN-CG why Roma history isn't taught in secondary schools: "One of the problems is that history classes have been reduced to a minimum... With such a small number of classes, we cannot seriously analyze or study any content related to ethnic characteristics or the cultural and economic life of any community, including the Roma community. Everything in the curriculum is reduced to a basic recognition level."

Another problem, Savović points out, is that the course content primarily focuses on political history. "Given that the Roma community has not significantly influenced the political history of Montenegro in the past, it is logical why there is nothing about them in this context," he states.

So far, the NGO Roma Youth Organization Koracajte sa nama - Phiren amenca has not observed any teaching materials in the Montenegrin education system that address Roma culture. "Roma history, customs, literary works, and language are still a complete unknown. This is one of the reasons why the trend of increasing ethnic distance persists," explains the executive director of this NGO, Elvis Beriša, to CIN-CG.

The overwhelming majority of Podgorica high school students know nothing about Roma identity, history, and culture.

A significant majority of high school students from Podgorica are unaware of Roma identity, history, and culture, according to a 2020 survey titled Acquaintance of High School Students from Podgorica with the History, Language, and Culture of the Roma, conducted by Beriša's NGO.

Where do the Roma come from? In which century did they come to Europe? How long have they lived in Montenegro, and what groups exist within the Roma community? What are the glories of Roma culture and tradition? These are just some of the questions posed to secondary school students in Podgorica.

A staggering 77 percent of those surveyed had no idea where the Roma originated, and the rest were unsure—some thought they came from India, others from Egypt. Nine out of ten high school students didn’t know when the Roma first arrived in Europe. Only a handful of people could even answer how long Roma have lived in Montenegro, and they could be counted on both hands.

An almost overwhelming majority—98.2 percent—of high school students in Podgorica do not even know which Roma groups live in Montenegro. Fewer than 5 percent of them are aware that "Đelem, Đelem" is the Roma anthem.

Podgorica's secondary school students also do not know the meaning of the term "Gypsy." A significant 62.7 percent said they had no idea what it meant, while 21.8 percent thought it was a synonym for "Roma." The rest gave answers that ranged from "derogatory term for Roma" to "black," "dirty," "untouchable," "poor," "homeless," "thief," and "uncultured." About 87 percent of students are unaware of how many Roma perished during World War II and why.

It is concerning that over 75 percent of respondents said they would be opposed to a Roma person becoming their spouse or family member. On the other hand, most said they would be okay with a Roma being their neighbor, friend, boss, professor, or even president of the country.

More than half of the students, about 56 percent, believe that Roma culture and traditions are not adequately covered in school textbooks. Slightly less than half—around 45 percent—reported encountering any material on Roma during their schooling. Furthermore, 42 percent expressed interest in learning more about Roma culture and traditions through the school curriculum.

"The level of ignorance about the language, history, and culture of the Roma among high school students in Podgorica is alarmingly high, ranging from 50.8 to 98.5 percent. Such results point to a lack of awareness about multiple identities and a significant disregard for diversity," concludes the research.

Teaching content is insufficiently diverse.

If similar research were conducted in other municipalities across Montenegro, the results would likely be similar. According to experts from the NGO Roma Youth Organization Phiren Amenca, this situation stems from a lack of teaching materials that represent different cultures.

The Institute for Education confirmed to CIN-CG that Roma culture is not included in Montenegro's educational curriculum. "Our curriculum allows for a free section where content on Roma culture could be included," the Institute stated.

The Law on Basic Education also provides for a flexible curriculum, within which teachers, in collaboration with local communities and families, should address socially sensitive issues.

However, CIN-CG sources warn that without clear legal mandates, we cannot expect substantial changes. "It is impossible to compel teachers to include content about Roma identity in the curriculum. Teachers are free to choose how to allocate 20 percent of the material. Given that they have almost no knowledge of Roma history, culture, or language, it’s unrealistic to expect them to plan for it," says Elvis Beriša.

In his view, one solution would be to incorporate Roma culture into the curriculum at the Faculty of Philosophy, so that future educators can acquire the necessary knowledge. "This barrier can be overcome if teaching staff make an effort to hire someone from the Roma community who can bring Roma history, language, and culture to life through creative workshops for children," Beriša suggests.

The Institute for Education, however, insists that teaching content is designed by experts. "Ethnic or national groups are not directly included; only experts and specialists are involved in creating curriculum content, which is based on scientific, national, and local outcomes."

The Ministry of Education (MOE) told CIN-CG that in addition to the free part of the curriculum, there is also a cross-curricular area in primary and secondary schools dedicated to "Education for and about Human Rights," which is mandatory. "This area ensures that students learn the principles of social, civic, multicultural, and peace education, helping them understand how a democratic society functions," they said.

According to Beriša, the Roma Council plays a key role in improving teaching programs and content.

"However, due to a lack of capacity within the Roma Council or insufficient advocacy by the Ministry of Education, none of the programs created so far address Roma culture, history, or language," he explains.

CIN-CG reached out to the Roma Council with several questions, but at the time of publication, no response had been received.

Romology at the Institute for Foreign Languages.

In Croatia, romology (the study of Roma life) and Roma studies—a subfield focusing on the Romani language—have been established as academic disciplines, even though the Roma population there is smaller than in countries like Serbia. However, student participation in these programs has been low.

Similar initiatives have been attempted in Serbia and Bosnia and Herzegovina, but they have not gained traction.

In Italy, Roma studies and Romani language research are also limited. Universities there generally lack programs dedicated to the Roma, and courts often struggle to find qualified Romani language translators. Still, some initiatives led by individuals are thriving. In 2021, Santino Spinelli, a Roma musician and professor, launched the Roma National Academy (ANR) in Chieti, Italy, with the support of the Union of Roma Communities in Italy (UCRI). The Academy focuses on Romani language and culture, offering courses and publishing research.

In Montenegro, a Romology program was launched at the Institute of Foreign Languages in 2023. The program offers four modules: "Roma Identity and Identity Dilemmas," "Roma Culture," "Roma Language and Culture," and "Roma Literature." Classes are held in the evenings, and the program was initiated by Igor Lakić, Dean of the Faculty of Philology, and Hedina Tahirović-Sijerčić.

"Our goal is to assist the state in initiating activities related to the Roma language, culture, and literature, and to raise public awareness about the Roma community," says Lakić.

So far, the Institute has completed two modules, each attended by fourteen students. "Participants have been Roma activists, people from various organizations involved in Roma initiatives, and individuals from the general population. Although this is the first program of its kind, we are pleased with the turnout and hope for greater interest in the future," Lakić adds.

A key priority is the introduction of Romology studies at the Faculty of Philology. "This would help train teachers to teach Romani in schools once it is introduced into the primary school curriculum, which is being planned. It would also provide training for work in journalism, where we lack educated Roma professionals, and in other fields. Preliminary talks have already taken place with relevant ministries, but this initiative cannot move forward without the active involvement of the Roma community," Lakić explains.

The Romani language is dying, and few ask why.

Hedina Tahirović-Sijerčić highlights the decline of the Romani language, noting that few ask why it is happening.

"Roma are ashamed to speak Romani in public because others avoid them as if they were contagious. Fear of the future has led young people to abandon their mother tongue. Discrimination has contributed to the language's extinction, as well as to the loss of identity—many Roma are now declaring themselves as belonging to other nationalities," Tahirović-Sijerčić writes in her book Romani Čhib: Special Reviews of the Language and Culture of the Roma.

In Bosnia and Herzegovina, where Roma are the largest national minority, a project to introduce Romani language and culture into primary schools began in 2022 in Tuzla Canton. The subject will be optional, though it is unclear when it will be officially introduced due to a lack of qualified teachers.

While Montenegro ratified the European Charter on Regional or Minority Languages in 2006, which protects minority languages including Romani, similar initiatives have not yet emerged in Bosnia and Herzegovina.

The Ministry of Education states that each year it offers scholarships for students pursuing careers in fields with shortages. Two scholarships are awarded annually for the study of Romani, but there have been no applicants so far.

According to Tahirović-Sijerčić, the situation is similar across other countries in the former Yugoslavia. "As far as I know, Romani is not taught in schools anywhere in the region," she says.

Roma origins didn't bother Charlie Chaplin, Sonya Kovalevska, Pablo Picasso, Ronnie Wood...

Throughout their education, students may learn about the great Pablo Picasso, one of the founders of Cubism. However, few know about his Roma origins, which he proudly acknowledged.

Charlie Chaplin, the iconic silent film star, was of Roma descent.

Rita Hayworth, one of Hollywood's biggest stars, was also Roma.

John Bunyan, the famous English author of The Pilgrim's Progress, was Roma.

Juri Dombrovski, a Roma writer from Moscow, is known for his novel Cuvar Starina. He was exiled to Siberia under Stalin, and his writings offer invaluable insight into the Stalinist era.

Ronnie Wood, guitarist for The Rolling Stones, is also of Roma descent.

The pioneering Russian mathematician Sonya Kovalevska, the first woman professor in Northern Europe, was Roma.

Helio Gómez, a political graphic artist in Spain, was Roma.

Today, Bosnian Roma artist Selma Selman is at the forefront of the fine arts scene.

The Roma origins of these influential figures are often overlooked, yet their contributions to world culture are immeasurable.

The Legend of the Romani Goddess Bibi.

The legend of Bibi (Aunt), one of the important Romani goddesses, tells of a deadly disease—plague or cholera—that was ravaging the earth. Many people were dying, and Bibi appeared in a storm, carrying two lambs. She knocked on many doors, but no one would open to her. Finally, at the end of the village, she found a family with sick children. Despite their poverty and fear, they allowed her to stay the night.

Before leaving, Bibi spoke to the father of the house: "Thank you, good man. You welcomed me kindly. Your children will recover, and I want you to tell all Roma never to turn away a traveler in need."

Afterward, Bibi disappeared, and the children recovered. Roma around the world continue to celebrate the Bibi holiday, honoring her as the protector of families and children's health.