The Little Journalist/Micul jurnalist-Revistă educativă pentru elevi

Equal Opportunities Through Multicultural Education Teacher Grecu Maria, Costeşti Technological High School, Argeș Frequently, the presence of different people leads to disinterest and indifference, which, in the end, is nothing more than a form of discrimination. This manifests itself in multiple areas, from public service providers to employment opportunities, level of production, housing, political organization and representation, access to education.

Another manifestation of our diversity is prejudice and stereotypes, either in their negative form, what we think about others (intolerance, racism), or positive, what we think about ourselves (Arianism). They generate discriminatory behavior.

Educational institutions must take appropriate measures to eliminate any form of discrimination within them. They must help students develop non-discriminatory identities, acquire and develop the knowledge, values, attitudes and skills needed to combat inequities in all their forms.

In this regard, pedagogues need to be aware of their own prejudices, to be properly trained, to take into account the social conditions and needs of minorities. It is essential to recognize the importance of the social, economic and even cultural role that minority groups play and have played within society.

All children must be educated to participate fully and contribute to a democratic society.

This means that basic democratic principles must be passed on to them. In this way, they engage in the defense of democratic values, acquiring the necessary knowledge, skills, attitudes and abilities.

They include a commitment to a just and humane social order, mutual trust, respect for the rights and identities of others, openness, analytical skills, interpersonal skills.

In this context, gypsy education is an unresolved issue, with visible social consequences.

The difficulties encountered are generated by the following categories of causes: related to the way of life of gypsy (poverty, traditions), those related to the attitude of teachers and other responsible factors involved in gypsy education, a lack of legislative correlation on social protection and educational policy.

Often undeclared, the marginalization of gypsy goes from the less benevolent attitude towards students, their placement in the last benches, to the abandonment of the classes in which gypsy children study. Some schools are reluctant to introduce the study of the Romanian language or to some measures to adapt the educational process to the concrete educational needs of gypsy students. Gypsy students often end up in situations of failure and school dropout. Many of them do not finish high school. Then the question arises: how much is owed to those who drop out of school, this fact, and how much to the school? There are many teachers and leaders who exclaim at the 117