Privileged in Inequality

Characterized with a distinctive cultural identity, lifestyle and language, the Roma in Croatia are historically tormented with rejection, intolerance, discrimination and social exclusion. The focus of this study is to unpack the term ‘social exclusion’ and contextualize it in examining the Croatian education system to investigate the right to education for the Roma children in Croatia. Using a combination of Farrell’s Model of Inequality Education, Bronfenbrenner’s Ecological Systems Theory and the Rights-Based Approach the study reveals the symbiotic relationship that exists between access to and quality of education. Attaining the right to equality of education is not only having equal opportunity to access and complete education, but also having equal opportunities to receive equal quality of education, which ensures opportunities for every pupil to maximize their educational potential. The study argues that the current education system in Croatia produces barriers in achieving the right to equality education for the Roma children because it is failing to incorporate learning programs on diversity, intercultural values and respect for human rights for all pupils. This system acts to institutionalize widely established discrimination and social exclusion against the Roma in Croatia. In order to combat social exclusion inside and outside the education system, the study advocates for the implementation of equality and inclusive education. This alternate system of education aims to promote programs that encourage intercultural values and incorporate diversity of children’s backgrounds in such way that responds to the needs of each child to attain equality of education, including the Roma children.