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This chapter aims to provide a short overview about the situation of Roma in Hungary. Starting from the question ‘Who are the Roma, Gypsy in Hungary?’, this chapter introduces several researches on Hungarian Roma. The linguistic groups of Roma are briefly outlined to make it clear how much the Hungarian Roma are heterogeneous. The social situation of the Roma, as minority in Hungary, is also detailed by introducing geographical location and housing and employment regarding to Roma. Based on these general data on Hungarian Roma, this chapter aims to focus on educational situation of the Roma minority in Hungary, including – primary and secondary school education, education in special schools, education in college and university, adult education, school success supporting educational initiatives and programmes like extracurricular programmes. As a summary, this chapter introduces some further researches by short abstracts in order to provide a suitable starting point for those who are willing to get know more about this minority in Hungary.

This paper offers an introduction to understanding some of the issues that health and care practitioners might like to consider when supporting the health and well‐being of gypsy elders. The significance of nomadic life and the implications of planning laws on the reported quality of life experienced by gypsy elders is essential to understanding their health needs. The paper also offers an introduction to understanding some of the aspects of health and social care provision that currently impact on the take up of health and care services by gypsy elders. It then makes suggestions about ways of offering services and working with gypsy elders in ways that are culturally appropriate and respectful of their traditions. The authors had the privilege of working with the Derbyshire Gypsy Liaison Group as part of a larger national project on working with black and minority ethnic elders to help improve their mental health. The authors do not claim to be experts on gypsy health but are offering to share their learning as an introduction to understanding and meeting some of the cultural needs of gypsy elders when providing health and social care.

This paper illustrates the problems of Roma children through the life of a particular group of emigrants and aims to determine what is behind the decision to emigrate and what it takes to support adaptation to a new social environment. European literature has not dealt with the emigration of this ethnic group until now because during the period from the introduction of the Iron Curtain until 1990, emigration from East to West was minimal except during the major political upheavals.

In this paper, findings from a detailed literature review (which was commissioned in March 2002 by Queen Margaret University College, UK) on Gypsy/Travellers’ health are presented as well as suggestions on where “gaps” exist in related empirical research. The review found that much of the existing research is out of date and found few thorough empirical studies of the health of Gypsy/Traveller communities in Scotland. The authors found that a predominant focus within the literature concerns health beliefs and cultural practices, with far less discussion about the material problems of poverty and social exclusion which affect Traveller communities. Emphasis is given in this paper to problems of access, health inequalities and wider concerns with social inclusion/exclusion. The authors identify the main challenges for health promotion among Gypsy/Traveller families in Scotland and argue that a key route to tackling social exclusion may lie in adopting a community development approach.

The purpose of this paper is to look at the impact of social exclusion on mental health in Gypsy, Roma, and Traveller (GRT) communities and make suggestions for services needed to address it. The context of significant financial cuts in public sector budgets in the UK and change in the commissioning landscape mean there are significant risks of these vulnerable communities falling even further behind.

The authors, both currently engaged in clinical practice, draw on mental health and social work perspectives to review key areas in which social exclusion impacts on the life chances of members of GRT communities. Some examples of good current provision are included as is a case study which illustrates the problematic social context in contemporary relations between traditional Gypsy/Travellers and the settled community, and the impact on family life.

Research findings from contemporary studies are cited, which show members of these communities suffer significant inequalities in all health and social spheres.

The GRT communities have not been listed in census categories until this year (2011).

The paper will hopefully contribute to raising public awareness, and support members of the community in participation in policy and decision making.

This paper arises out of interdisciplinary collaboration between a psychiatrist and a social worker with the support of the voluntary sector. The discussion highlights the gaps in commissioning arrangements and hitherto poor support for health and social care needs of the GRT communities.

The purpose of this paper is to examine how and why Gypsies and Travellers are socially excluded in England and how their experience may be reflected in other European contexts. Specifically, the paper explores the impact of planning policies on accommodation provision for Gypsies and Travellers in England and subsequently how their exclusion manifests due to the sedentarist binary definition of nomadism embedded within that policy.

The paper draws on evidence from empirical research carried out by the authors in the South West of England in 2015 as part of an accommodation needs assessment of Gypsies and Travellers. The research was commissioned by a local authority but the analysis presented here was carried out in addition to the core report. The decision to comment further on the research findings in relation to policy and theory was agreed with the project funders.

The research findings show that there continues to be a lack of accommodation provided to Gypsies and Travellers in England, despite policy and legislative initiatives to the contrary. The paper identifies that current government policy in England is likely to diminish access to appropriate accommodation in the future for Gypsies and Travellers, particularly for the most vulnerable. Finally, the paper concludes that a sedentarist binary definition of nomadism has failed to recognise Gypsy and Traveller communities’ culture or mobility.

This paper sets out how an underpinning “sedentarist binary” definition of nomadism is used in England to determine policies of provision for Gypsies and Travellers. That definition is based on the sedentary notions of nomadism that are binary, distinguishing only between people who are mobile and people who are not, rather than acknowledging the cultural nomadism of Gypsies and Travellers. The findings are useful beyond the UK context as they help to explain why Gypsies, Travellers and Roma in wider Europe remain excluded within states despite extensive European initiatives for inclusion.

When the Library of Congress (LC) Subject Cataloging Division defended its decision last year to continue using “Gypsy” as its principal heading on the grounds that it was better known than the more correct “Rom,” it unwittingly demonstrated its own prejudices against my people.

The paper seeks to provide personalized learning objects to adults' educators of special groups (AESG) in a technology‐enhanced learning environment.

The paper presents a definition of specific criteria by which personalization of learning objects is effected. An analysis under the scope of adult education and multicultural education is performed, resulting in the development of tools and a clear path leading to more efficient personalization of learning objects of AESG within an e‐learning environment.

Personalization of learning objects for AESG can be achieved to a much greater extent when the element of compatibility between educator and learner defines content, preceding and mapping with presentation factors.

As the research is focused on AESG, the key notion of compatibility may not be applicable to adult educators of the general public.

The paper offers a path through which learning management systems can provide improved personalization of learning objects addressed to AESG.

The introduction of compatibility between educator and learner as the key element of the educator's profile in order to provide personalized learning objects addressed to AESG opens up new territory. The paper is also useful to the developers of learning management systems addressed to any group with special attributes which strongly affect the learner's profile.

The historical relationship between the state and Gypsy/Travellers in the UK and Europe has been a difficult one. Cultural differences, particularly in relation to nomadism and sedentarism lie at the centre of this fraught relationship (Acton, 1997; Liégeois, 2005; McVeigh, 1997; Molloy, 1998). Some commentators have gone as far as to suggest that policies directed at Gypsy/Travellers amount to a form of ‘ethnic cleansing’ (Hawes & Perez, 1996). This is not only a matter of history but refers to current legislation, policy and the experience of hostile responses from the settled community and the media (Clark & Greenfields, 2006; Richardson, 2006). Clark (2008) argues that in Britain and Ireland these tensions are shaped by ‘core dichotomies’ and in the context of social policy one such dichotomy is that between ‘care’ and ‘control’. While the current housing and planning policy agenda seeks to improve safety and security in the provision of appropriate accommodation, addressing the needs of Gypsy/Travellers, the tendency to control through monitoring and regulation is also evident (Clark & Greenfields, 2006; Richardson, 2006). It is, therefore, unsurprising that, in the midst of such enduring hostility from the state, authorities and the settled community and tensions and confusion in policy, there may be some reluctance to engage with researchers, especially but not just when they are commissioned to undertake the research on behalf of national and local government.

This paper investigates the relationship between superstition and self-governance. We argue that at least some superstitions, and perhaps many, support self-governing arrangements. The relationship between such scientifically false beliefs and private institutions is symbiotic and socially productive. This simple but overlooked observation may help explain the emergence and otherwise puzzling persistence of both superstitions and “spontaneous” orders that seem perverse or dysfunctional, as well as why these two phenomena are often found together.