In this article, Julio Vargas Clavería and Jesús Gómez Alonso argue that educational researchers have long ignored the Romà people and that this lack of attention has contributed to the persistence of educational inequity that the Romà endure throughout the world. The authors propose a new approach to Romaní educational research based on intersubjective dialogue, and the emergence of an egalitarian relationship between the researcher and the researched. This communicative approach considers the reflections of those researched and safeguards the voices of those studied. The authors contextualize their methodological and ideological discussion within a framework of Romaní history. (pp. 559–590)
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