New label no progress: institutional racism and the persistent segregation of Romani students in the Czech Republic

Abstract

The over-representation of Romani children in special schools in the Czech Republic is well documented and widely condemned. In 2007 the European Court of Human Rights (ECtHR) found the state guilty of discrimination against Romani children on the basis of disproportionate placement of children in remedial special schools. In 2015 high numbers of Romani children are still being misdiagnosed with special educational needs (SEN) and offered a limited and inappropriate education. This article explores the challenges which continue to hamper their successful inclusion in the Czech education system. Using critical race theory (CRT) as a lens to examine the Czech case, problems with the current policy trajectory are identified. The article shows that institutional racism persists in the Czech Republic, shaping attitudes and practices at all levels. Policymakers demonstrate little recognition of ingrained educational inequalities and Roma continue to be widely perceived as ‘others’ who must learn to adapt to Czech ways rather than as citizens who are entitled to services on their own terms.

Keywords:

• Czech Republic
• critical race theory (CRT)
• Roma
• segregation
• special educational needs (SEN)

Notes

1. I would like to thank Lucie Fremlová for providing access to key documents and for being a very helpful source of information during the research phase.

2. According to a 2011 survey of the United National Development Programme only 28% of Romani children aged three to five attended pre-school, kindergarten or nursery compared to 65% of non-Romani children living in close proximity to Roma households (Brüggemann 2012, 33).

3. Henceforth ‘Timely Care Concept’.

4. According to OECD data in 2013 72% of 25- to 64-year-olds completed their education on graduation from upper secondary school and a further 20% completed tertiary education (OECD Data 2013).