From Cultural Recognition to School Inclusion: A Reflective Appraisal of Roma Day

Abstract

This paper presents the design, implementation and pedagogical appraisal of an intercultural educational activity conducted at a public primary school in Aetolia-Acarnania, Greece to mark International Roma Day. Its purpose is to examine how cultural recognition, collaboration and active participation were incorporated into the activity and to identify the possibilities and limitations that emerged in this particular school context. The paper adopts a descriptive and reflective educational-practice approach, drawing on planning documents, educational and audiovisual materials, pupil presentations and non-systematic pedagogical observations by the professionals involved. The activity combined experiential, collaborative and arts-based practices, including music, poetry, drama, dialogue and audiovisual material. The appraisal identifies cultural recognition, shared participation, multimodal expression and interdisciplinary collaboration as potentially useful principles for designing inclusive school practices. Because no pre- and post-activity measures were used and no direct research data were systematically collected from pupils or families, the conclusions concern the characteristics and feasibility of this practice rather than demonstrated effects on pupils’ attitudes, self-confidence, sense of belonging or the wider school climate.