Educational inclusion also involves language: Romané between identity, status and curricula

Abstract

While considering the developments in valorising multilingualism and promoting interculturality in Europe, the present work converses with Romané, the language of Roma, in the form of a pedagogical reflection that focuses on its use in education. By retracing the gradations of its vitality and recognition, the discussion comes to the efforts to include this minority language – not always recognised as a such – in teaching materials, curricular activities and educational extracurricular programmes. This brings us to the Italian case: given the importance of local experiences, part of the contents, emerged from an empirical study, is dedicated to what has been achieved in the city of Florence in terms of cultural-linguistic promotion of Romané in an intercultural perspective. Thereby, the purpose of the paper is to both document the experience, and contribute to the pedagogical production of operational models responsive to diversity, hence capable of enhancing educational inclusion of minorities, with particular reference to Roma groups, by drawing on their language tool.