Molnár Krisztina: Inklúzió és szegregáció között: a roma tanulók oktatási integrációja Magyarországon és Ukrajnában

KISEBBSÉGI SZEMLE, XI. ÉVFOLYAM, 2026. 2. SZÁM

Resume

Between Inclusion and Segregation: The Educational Integration of Roma Students in Hungary and Ukraine

The study examines the educational integration of Roma students in the context of the practical implementation of inclusive education in Hungary, with a comparative perspective on Ukraine. The research is based on the theoretical assumption that inclusive education should not be interpreted exclusively in relation to students with special educational needs, but more broadly as a framework aimed at reducing educational inequalities, strengthening social inclusion, and developing institutional practices capable of responding to student diversity. The study employs qualitative document analysis and comparative educational policy analysis. Drawing on international and domestic academic literature, educational policy documents, and reports published by international organizations—particularly the European Union, UNESCO, the OECD, UNICEF, and the Council of Europe—the analysis explores the main structural challenges affecting the educational integration of Roma students. The study focuses on educational segregation, institutional selection mechanisms, social and regional inequalities, as well as the limitations of inclusive pedagogical practices. The study argues that, in Hungary, inclusion and segregation function not as mutually exclusive but as parallel educational logics. While inclusive education features prominently as a normative objective in educational policy discourse, the educational situation of Roma students continues to be strongly shaped by selective and segregative institutional mechanisms. The Ukrainian perspective further demonstrates that the structural limitations of inclusive education may manifest themselves in similar ways across different social and political contexts, particularly in relation to social vulnerability, regional inequalities, and unequal access to education. The study argues that the educational integration of Roma students should not be understood merely as a minority or educational policy issue, but rather as one of the most sensitive indicators of the practical functioning and social credibility of inclusive education.

DOI: https://doi.org/10.62153/ksz.2026.2.mk

A tanulmány letöltése:

• Molnár Krisztina: Inklúzió és szegregáció között: a roma tanulók oktatási integrációja Magyarországon és Ukrajnában

Szerző:

MOLNÁR Krisztina