Baigiamajame magistro darbe apibrėžiama etninio nepakantumo samprata, identifikuojamos etninio nepakantumo kaip reiškinio formavimosi priežastys ir analizuojama politika etninių mažumų atžvilgiu. Antroje darbo dalyje nagrinėjama ir lyginama romų etninės mažumos padėtis Lietuvoje ir Europos Sąjungos šalyse, analizuojami Lietuvos Respublikos ir Europos Sąjungos dokumentai dėl romų bendruomenės socialinės įtraukties bei vertinamas visuomenės požiūris ir publikuojamų straipsnių įtaka, formuojant nusistatymą prieš romų tautybės asmenis. / The thesis defines the concept of ethnic hatred, identifies the causes of the of the formation of the ethnic intolerance and analyzes the policy of the ethnic minoritys. The second part of the paper examines and compares the Roma ethnic minority in Lithuania and the European Union.

Disertacija skirta socialinės reprodukcijos raiškos Lietuvos švietimo sistemoje analizei, kuri atlikta tiriant ankstyvo romų vaikų pasitraukimo iš ugdymo priežastis ir procesą Vilniaus mieste. Darbe pristatytas originalus ankstyvo pasitraukimo iš švietimo sistemos empirinio tyrimo modelis, kuriame į ankstyvą pasitraukimą žiūrima kaip į procesą, vykstantį galios santykiais apibrėžiamame švietimo lauke. Atliktame tyrime tiriamas reiškinys buvo analizuojamas keliais lygmenimis. Makro/ visuomenės lygiu, buvo analizuojami skirtingų romų etninės grupės kartų išsilavinimo rodikliai ir jų kaita 2001–2011 m. Mikro/ individualiame lygyje buvo stebimas ankstyvo pasitraukimo iš ugdymo procesinis pobūdis, analizuojant Kirtimuose gyvenančių romų vaikų pirmųjų dvejų metų dalyvavimo ugdyme patirtis. Mezo/ švietimo lauko lygiu vaikų ankstyvas pasitraukimas iš ugdymo analizuotas kaip procesas socialinėje erdvėje, t.y. kaip vaikų veiksenos strategija, formuojama per tarpasmeninį santykį su kitais ugdymo procese dalyvaujančiais veikėjais (tėvais, mokytojais, vaiko teisių priežiūros institucijų darbuotojais ir kt.). Disertacijoje pabrėžiama visuomenės socialinės nelygybės svarba romų vaikų ankstyvo pasitraukimo iš ugdymo procese – romų vaikų galimybės dalyvauti ugdyme nebuvo lygios kitų vaikų galimybėms, tačiau į šias esmines nelygybes tiriamame švietimo lauke nebuvo atsižvelgiama, aktualizuojant etninę skirtį tarp daugumos ir mažumos grupių. / The dissertation provides an analysis of social reproduction in the system of education of Lithuania exploring causes and processes of early withdrawal of Roma children from education in Vilnius. The work presents an original model of the empirical research where early withdrawal is approached as a process taking place in an educational field that is defined by power relations. The research undertaken approached the research phenomenon from several levels of analysis. On the macro/societal level, the analysis focused on the education indicators of different generations of the Roma ethnic group and their changes in 2001–2011. On the micro/individual level, the procedural character of early withdrawal from education was observed analysing experiences of the first two years of participation by Roma children from Kirtimai in education. On the meso/field level, the early withdrawal of children from education was analysed as a process in social space, i.e. as a strategic agency of children that is constructed through interpersonal relations with other actors involved in the educational process (parents, teachers, employees of the child's rights supervision authorities, etc.). The dissertation underlines the important role social inequality plays in the early withdrawal of Roma children from education – the opportunities of Roma children to take part in education were not equal to the opportunities of other children, however, these substantial inequalities were disregarded in the... [to full text]

The dissertation provides an analysis of social reproduction in the system of education of Lithuania exploring causes and processes of early withdrawal of Roma children from education in Vilnius. The work presents an original model of the empirical research where early withdrawal is approached as a process taking place in an educational field that is defined by power relations. The research undertaken approached the research phenomenon from several levels of analysis. On the macro/societal level, the analysis focused on the education indicators of different generations of the Roma ethnic group and their changes in 2001–2011. On the micro/individual level, the procedural character of early withdrawal from education was observed analysing experiences of the first two years of participation by Roma children from Kirtimai in education. On the meso/field level, the early withdrawal of children from education was analysed as a process in social space, i.e. as a strategic agency of children that is constructed through interpersonal relations with other actors involved in the educational process (parents, teachers, employees of the child's rights supervision authorities, etc.). The dissertation underlines the important role social inequality plays in the early withdrawal of Roma children from education – the opportunities of Roma children to take part in education were not equal to the opportunities of other children, however, these substantial inequalities were disregarded in the... [to full text] / Disertacija skirta socialinės reprodukcijos raiškos Lietuvos švietimo sistemoje analizei, kuri atlikta tiriant ankstyvo romų vaikų pasitraukimo iš ugdymo priežastis ir procesą Vilniaus mieste. Darbe pristatytas originalus ankstyvo pasitraukimo iš švietimo sistemos empirinio tyrimo modelis, kuriame į ankstyvą pasitraukimą žiūrima kaip į procesą, vykstantį galios santykiais apibrėžiamame švietimo lauke. Atliktame tyrime tiriamas reiškinys buvo analizuojamas keliais lygmenimis. Makro/ visuomenės lygiu, buvo analizuojami skirtingų romų etninės grupės kartų išsilavinimo rodikliai ir jų kaita 2001–2011 m. Mikro/ individualiame lygyje buvo stebimas ankstyvo pasitraukimo iš ugdymo procesinis pobūdis, analizuojant Kirtimuose gyvenančių romų vaikų pirmųjų dvejų metų dalyvavimo ugdyme patirtis. Mezo/ švietimo lauko lygiu vaikų ankstyvas pasitraukimas iš ugdymo analizuotas kaip procesas socialinėje erdvėje, t.y. kaip vaikų veiksenos strategija, formuojama per tarpasmeninį santykį su kitais ugdymo procese dalyvaujančiais veikėjais (tėvais, mokytojais, vaiko teisių priežiūros institucijų darbuotojais ir kt.). Disertacijoje pabrėžiama visuomenės socialinės nelygybės svarba romų vaikų ankstyvo pasitraukimo iš ugdymo procese – romų vaikų galimybės dalyvauti ugdyme nebuvo lygios kitų vaikų galimybėms, tačiau į šias esmines nelygybes tiriamame švietimo lauke nebuvo atsižvelgiama, aktualizuojant etninę skirtį tarp daugumos ir mažumos grupių.

Šiame magistro tezių darbe pristatomi Šūtkos romų bendruomenėje atlikto tyrimo rezultatai. Tyrime buvo siekiama identifikuoti žemo romų moterų užimtumo priežastis Šūtkos darbo rinkoje. Pagrindinis dėmesys darbe skiriamas 13-26 metų nuolatos Šūtkoje gyvenančioms romų moterims ir merginoms. Statistinių duomenų analizės parodė, jog romų moterų užimtumo situacija Šūtkos darbo rinkoje – gerokai skiriasi nuo romų vyrų, ketvirtadalis romų moterų čia gyvena žemiau skurdo ribos. Pirmoje studijos dalyje, skaitytojai yra supažindami su tyrimo metu taikytomis antropologinių, sociologinių bei istorinių disciplinų teorijomis. Tyrimo analizė paremta esmine Walby (2007) suformuluota ir pateikta socialinių kategorijų sąveikos (angl. intersectionality) teorija pagal kurią ir bandoma paaiškinti romų moterų žemo užimtumo priežastis romų bendruomenėje Šūtkoje. Antroje darbo dalyje pristatomas lauko tyrimas, jo specifika bei visos patirtos etinės problemos ar kiti iškilę sunkumai, o trečiojoje – atliekama tyrimo metu surinktos empirinės medžiagos analizė. Tyrimo rezultatai atskleidė svarbias romų moterų nepatekimo į Šūtkos darbo rinką priežastis – ankstyvo pasitraukimo iš ugdymo sistemos problema bei religinių, etninių ir kitų socialinių kategorijų įtaka moteriškos lyties atžvilgiu buvo itin aktuali. Turėdamos menkas patekimo galimybes į ugdymo sistemą bei patirdamos ankstyvą iškritimą iš jos, veikiamos kitų socialinių kategorijų romų moterys neįgyja tinkamo išsilavinimo. Dėl šios... [toliau žr. visą tekstą] / This thesis is giving us the results of research in Sutkin Roma community. The study was intended to identify low-Roma women in employment causes Sutkin labour market. The main focus of the work is paid regularly Sutkin 13-26 years living Roma women and girls. Statistical analysis of data showed that the employment situation of Roma women in the labour market Sutkin - far different from the Roma men. In the first part of the study, readers are introduced to the study treatment anthropological, sociological and historical disciplines theories. The study is based on a fundamental analysis of Walby (2007) formulated and presented to the social categories of interactions theory which attempts to explain and Roma women's low employment Sutkin cause of the Roma community. The second part of the paper presents a field study, its specifics and all incurred ethical problems or other difficulties encountered, and the third - the examination of empirical material collected during the analysis. The results revealed the importance of Roma women Sutkin not penetrate into the labour market reasons - an early exit from the education system, and the problem of religious, ethnic and other social categories influence of female sex has been very relevant. They have very little access to educational opportunities for the system, and they find themselves in the early retiring from her exposed to other social categories of Roma women do not acquire the proper education. For this reason... [to full text]

Many Roma children from the EU coming to Canada as refugees have been denied a consistent education and many suffer gaps in their learning or have not had the opportunity to receive any education at all. These circumstances are mainly due to discriminating and oppressive behaviours that have historically prevailed and exist in contemporary society. In considering the difficulty that Roma children have with education, when they arrive as refugees into Canadian schools, it is imperative that Roma children be given an opportunity to access and complete an education in an environment that is supportive, free of discrimination and sensitive to their needs as learners. My research examines the role of visual art as part of an arts-based education program as a means through which Roma children are more likely to experience success with school by participating in an educational model that is engaging and supportive of their cultural ways of knowing. This paper is a case study, grounded in critical theory, into “best practices” in education that engage marginalized Roma children with learning. The study is framed around three research questions: What is distinctly problematic for Roma children in traditional school settings? How can the arts, and art education in particular engage marginalized Roma children with learning? How can Romani arts and culture be integrated into a curriculum that works to dispel discrimination and oppression of marginalized Roma children? The study is informed by interviews with a teacher working within a Canadian educational program for refugee children, families and board members of the Toronto Roma Community Centre, as well as my own personal observations and experiences. While I have determined that arts-based education is engaging for Roma children, the bigger question that has emerged is, “How can we use arts-based education to enhance the curricular lives and school success of the Roma, a culture of exclusion?” The answer lies in acknowledging that factors such as trust, personal connection with the teacher, parental involvement, First language acquisition, refugee status, cultural preservation, and integration, play a critical role in the educational success of Roma children. / Graduate / 0515 / 0273 / 0727 / kfhall@uvic.ca

Many Roma children from the EU coming to Canada as refugees have been denied a consistent education and many suffer gaps in their learning or have not had the opportunity to receive any education at all. These circumstances are mainly due to discriminating and oppressive behaviours that have historically prevailed and exist in contemporary society. In considering the difficulty that Roma children have with education, when they arrive as refugees into Canadian schools, it is imperative that Roma children be given an opportunity to access and complete an education in an environment that is supportive, free of discrimination and sensitive to their needs as learners. My research examines the role of visual art as part of an arts-based education program as a means through which Roma children are more likely to experience success with school by participating in an educational model that is engaging and supportive of their cultural ways of knowing. This paper is a case study, grounded in critical theory, into “best practices” in education that engage marginalized Roma children with learning. The study is framed around three research questions: What is distinctly problematic for Roma children in traditional school settings? How can the arts, and art education in particular engage marginalized Roma children with learning? How can Romani arts and culture be integrated into a curriculum that works to dispel discrimination and oppression of marginalized Roma children? The study is informed by interviews with a teacher working within a Canadian educational program for refugee children, families and board members of the Toronto Roma Community Centre, as well as my own personal observations and experiences. While I have determined that arts-based education is engaging for Roma children, the bigger question that has emerged is, “How can we use arts-based education to enhance the curricular lives and school success of the Roma, a culture of exclusion?” The answer lies in acknowledging that factors such as trust, personal connection with the teacher, parental involvement, First language acquisition, refugee status, cultural preservation, and integration, play a critical role in the educational success of Roma children. / Graduate / 0515 / 0273 / 0727 / kfhall@uvic.ca

La elección de este tema de tesis doctoral, las relaciones comerciales entre Hispania y Egipto en época altoimperial, tiene su origen en los trabajos de dos autores. En primer lugar la publicación de los sellos béticos en el Mediterráneo oriental que realizó LYDING WILL en el II Congreso del Aceite y por otro lado la afirmación de ROSTOVTZEFF de que Italia era el mercado de Egipto en época republicana. Y dos preguntas ¿En qué circunstancias llegaban estos productos? ¿Llegaban de forma regular? A finales de época tardorrepublicana se producen una serie de hechos políticos y sociales que producen un cambio en la organización económica y cuyas modificaciones se mantienen hasta época imperial.He estudiado estos contactos comerciales desde tres niveles muy diferentes pero complementarios y que constituyen una visión global.1. Nivel estatal. A través de los funcionarios que desempeñaron parte de su carrera en Egipto en puestos con una función económica y que en algunas ocasiones aparecen vinculados con comerciantes. 2. Nivel intermedio. Los comerciantes que mantenían contactos con el Mediterráneo oriental y en concreto con Egipto y a través de los cuales podemos identificar como se desarrollaban estos contactos, bien de forma indirecta a través de un puerto como Puteoli o bien de forma directa.3. Nivel arqueológico. La evidencia arqueológica es escasa pero reveladora respecto a los productos que llegaban hasta Egipto y hasta que lugares lo hacían. En un primer momento, en el siglo III a. C., cuando Roma y Egipto entran en contacto la zona con la que este ultimo parece tener mas contacto, el sur de la Península itálica, ya que ambas estaban en contacto anteriormente. Esto se refleja en la presencia de cerámica de Gnathia en Egipto y quizás, en el hecho de que los primeros itálicos documentados en Egipto proceden de la zona de Tarento. Una segunda fase tendría Delos como centro redistribuidor, en la que los comerciantes aparecen instalados en Delos y en Alejandría. Estamos a principios del siglo II a. C. La tercera fase tendría como característica principal la sustitución de Delos por Puteoli. Los sellos brindisinos que llegan a Egipto no los hallamos en Delos. Las fuentes literarias de este momento, nos hablan de una serie de personajes como Vestorius, Rabirio Postumo... caracterizados no por su procedencia social, si no por que todos tienen intereses en Egipto y actúan desde Puteoli. Un grupo de personajes que utilizan su posición política para llevar a cabo diversas actividades económicasEsta fase enlaza directamente con la época augustea y altoimperial ya que en un primer momento lo que caracteriza las actividades comerciales entre Egipto y las provincias occidentales e que están desempeñadas por comerciantes que actúan privadamente, sin poder demostrar la participación del Estado pese a que en algunos casos estos comerciantes desempeñan cargos en la administración publica, como P. Annius Plocamus. De hecho y pese a esta división en diferentes etapas, el verdadero cambio económico se produce en el siglo I a. C. y no con la creación del Imperio. A lo largo del siglo I a. C. se afianzan de comerciantes que actúan de forma independiente. La existencia de estos dos grupos se mantiene durante toda la época imperial y se hace más compleja a medida que la burocracia romana se hace más compleja. ROSTOVTZEFF ya dijo, hablando de la agricultura en Egipto que la división entre Reino tolemaico y Egipto romano era una división artificial y creo haber demostrado que también lo es en el campo del comercio, el verdadero cambio ya se había producido con anterioridad a la transformación política. / The aim of my PhD research project, "Trade relations between Hispania and eastern provinces", was to study a period of Roman History, first century BC to second century AD, in which trade relations in the Mediterranean change from private to a complex mixture of public and private interests. The other aim of the research was to study the economic relation between East and West Mediterranean inside the Roman World. To study both, I chose the presence of western products in Egypt. There is an important economic change in the Mediterranean area along the late republic period. It is during the first century B. C. that a group of independent traders with political connections get stronger. Along with the creation of this group, a series of events like the destruction of Delos an a change in the agricultural economy of Italy increase the importance of this change. The creation of the Roman Empire with a August is mainly a political creation but from the economic point of view the basis were already created.The trade dynamic created during the first century B. C. stems from the activities of two closely related groups two groups. One is the great trade families that can be found in harbours of the Eastern Mediterranean, such as Delos. The other group is the wealthy Romans who become involved with trade life once Italic Peninsula is conquered. At the end of Republic and the beginning of Imperial Era, the great trade families and the Roman elite were drawn together by the profits and demanded of empire, the needs of the traders for political support and protection and the desire of the politicians for money, being difficult to draw a line between public and private his marks, a new era in trade relations.

Zugl.: Cambridge, University, Magisterarbeit, 2002.

Η παρούσα μελέτη περίπτωσης που πραγματοποιήθηκε στο ΝΕΛΕ-ΚΕΚ Αιγίου, αποτελεί μια προσπάθεια να διερευνηθεί κατά πόσο οι εκπαιδευτές που δραστηριοποιούνται σε τμήματα αλφαβητισμού Τσιγγάνων, εφαρμόζουν τις αρχές της εκπαίδευσης ενηλίκων, προσαρμόζοντας παράλληλα τον τρόπο διδασκαλίας τους στις ιδιαιτερότητες των Τσιγγάνων. Πρόκειται για ποιοτική έρευνα. Ως μεθοδολογικά εργαλεία χρησιμοποιήθηκαν η ημιδομημένη συνέντευξη και ειδικά επεξεργασμένες φόρμες παρατήρησης. Η έρευνα στηρίχθηκε στη θεωρία του Paolo Freire, εστιάζοντας στις απόψεις του για τη σχέση εκπαιδευτή και εκπαιδευόμενων και τη δυναμική που αυτή δημιουργεί, ώστε να αφυπνιστούν οι εκπαιδευόμενοι και να διεκδικήσουν τη θέση που τους ανήκει μέσα στην κοινωνία. Τα αποτελέσματα της έρευνας έδειξαν ότι οι συγκεκριμένοι εκπαιδευτές είχαν πλήρη γνώση των ιδιαίτερων χαρακτηριστικών των εκπαιδευόμενων, καθώς και των μεθόδων και των τεχνικών της εκπαίδευσης ενηλίκων, τις οποίες εφάρμοσαν με ιδιαίτερη ευαισθησία και συνέπεια. / The present study of case which was conducted at the NELE-KEK in Egio, constitutes an effort to investigate at what length the educators who work in gypsies’ literacy classes, apply the teaching principles of Adult Education, adjusting at the same time their teaching style in the gypsies’ particularities. It’s a quality research. As methodology tools were used: the semi-structured interview and especially processed observation forms. The research was based on the theory of Paolo Freire, focusing on his views on the educators’-learner relationship and the dynamics it creates so as to alert the trainees and lead them to claim the position they deserve within society. The results of this survey proved, that the specific educators were fully aware of the special characteristics of the trainees as well as the methods and the techniques of the adult education which they applied with particular sensitivity and consistency.

Cette recherche propose d’analyser l’exposition Pittura francese d’oggi inaugurée à la galleria nazionale d’Arte moderna de Rome le 12 octobre 1946. Cette exposition, organisée par les services de l’A.F.A.A (association française d’action artistique) et de la D.G.R.C. (direction générale des relations culturelles) du ministère des Affaires étrangères présente au public italien pour la première fois depuis la fin de la seconde guerre mondiale, des œuvres de jeunes peintres français contemporains.Les documents d’archive ont permis de déterminer que l’exposition italienne est en fait une version corrigée et modifiée d’une précédente exposition qui s’est tenue à Berne en mars 1946 et intitulée « Ecole de Paris ». Après de nombreuses négociations avec l’ambassade d’Autriche, au lieu de se rendre à Vienne, l’exposition est finalement présentée à Prague l’été 1946.Son transfert en Italie a été possible grâce à un climat culturel favorable envers la France qui incitera les organisateurs à la transférer dans six villes italiennes : Venise, où elle est présentée en avant-première, Rome où elle est inaugurée officiellement, puis Naples, Florence, Milan et Turin où elle ferme définitivement en janvier 1947.La seconde partie de cette thèse propose la reconstruction du catalogue et la reproduction de la centaine d’ œuvres présente à cette exposition. / This thesis aims to analyze the exhibition " Pittura francese d’oggi " opened at the " Modern Art Gallery " in Rome October 12, 1946. This exhibition, organized by the services of the ' " AFAA " and " D.G.R.C. " the French Ministry of Public Affairs , submits to the Italian public, for the first time after the end of the World War, works of contemporary young French painters. Archival documents have identified that the Italian exhibition is actually a revised and corrected version of a previous exhibition held in Bern in March 1946, entitled " Ecole de Paris " . After numerous negotiations with the Embassy of Austria, instead of moving to Vienna , the exhibition was presented in Prague last summer 1946. Its transfer to Italy, due to a favorable cultural climate with France , urged the organizers to show it in six Italian cities. First of all, as a preview, in Venice ; in Rome where he officially opened , and then Naples Florence, Milan and Turin, where finally closed in January 1947.the second part of the thesis consists in the reconstruction of the catalog, with the reproduction of the works in this exhibition.