In this article I explore the responses of Romani students in a segregated school in Romania to majoritarian deficit narratives constructed about them, investigating the specific nature of such deficit discourses and the specific strategies of resistance deployed by the students. To do so, I designed a theoretical framework which fused elements of Foucauldian and Critical Race Theory (CRT). The case study was underpinned by principles of in-depth critical qualitative research, explicitly addressing the racial, political and systemic nature of educational inequalities in Romania. Based on the study’s findings, I argue that this resistance highlights Romani students’ critical thinking and agency. Among others, the findings indicate the need for urgent change in Romanian teacher training and educational policy.
Race, Empire and Education Collective 