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Chronaki, A. (2005). Learning about “Learning Identities” in the School Arithmetic Practice: The Experience of Two Young Minority Gypsy Girls in the Greek Context of Education. European Journal of Psychology of Education, 20, 61-74.
https://doi.org/10.1007/BF03173211

has been cited by the following article:

• TITLE: Roma, Curriculum, and Textbooks: The Case of Greece

  AUTHORS: Dimitris T. Zachos

  KEYWORDS: Roma Education, Greece, Curricula, Textbook

  JOURNAL NAME: Creative Education, Vol.8 No.10, August 16, 2017

  ABSTRACT: The aim of this paper is to search out the educational problems that students of Roma origin confront, especially those coming from institutional arrangements and laws. Toward this end, we undertook a content analysis of all of the text-books currently used in Greek primary education. Our research showed that, despite their improvement, the “new” textbooks continue to treat Greeks as the center of interest in education. The weak presence of Roma in textbooks renders the imperative need for a curriculum which explores issues of social inequality and injustice; a curriculum which will set forth the problems, activities, and accomplishments of all portions of the population, independent of class, ethnic or national origin, sex, sexual orientation or special needs.