Roma Students in the Primary Education System of the Hungarian Reformed Church

Abstract

In the last decade, the share of denominational schools has considerably increased in the Hungarian primary school system. Broadly speaking, denominational schools are less socially heterogeneous and have higher social status than state-operated schools. The increase in the number of denominational schools have directly resulted in the growing social polarization of the Hungarian school system. So far, education research has paid less attention to denominational schools which have a more disadvantageous social intake in comparison to neighbouring schools and which cater for Roma students as well. The article examines four Reformed primary schools which have relatively high Roma student intake. We discuss in detail the circumstances of the schools’ transition to the Reformed church, their enrolment strategies, as well as the typical inclusion and exclusion mechanisms at the schools. Finally, we explore their narratives on Roma inclusion with special interest in whether specific Christian narrative frameworks and practices of inclusion have forged in the light of church maintenance.