For centuries, Roma people's social exclusion has been reinforced through research that has legitimized stereotypes rather than helping to overcome them. This has led Roma people to refuse to participate in the kind of research that has contributed to discrimination against them. We describe how the critical communicative methodology, used in the European Framework Programme, provides Roma people with the opportunity to participate in research at the highest possible level. In particular, the communicative organization of research allows them to contribute directly as members of the research teams. This article focuses on the advisory committee as a mechanism used to guarantee that Roma people can be directly involved in decision making because this model has been transferred from research to policy.

In the midst of the global financial crisis and in the 'anti-race era', Europe has witnessed a revival of deeply racialized discourses targeting the Roma, leading to new discriminatory practices and legitimating existing ones in many social domains. While westward Roma immigration has spurred these discourses, it has also favored the emergence of invisible grassroots reactions against them that need to be further analyzed. Drawing on interviews with migrant Romani women, this article aims to shed light on these unknown processes, as experienced by women in Romani women-based solidarity networks. Data show that these networks help the women to access basic social facilities, while also challenging the abovementioned racialized discourses.

Violent and racist behaviors are transforming schools into highly controversial sites. A key factor in this phenomenon, though not the only one, is the continued dominance of hegemonic masculinity. While researchers have considered a myriad of strategies to prevent violence, including community involvement, few have focused on the value of having male community members engage in the schools, especially males from minority backgrounds. Drawing from two longitudinal case studies conducted in elementary schools, this article explores the effects of such participation. The authors report on two major benefits: a reduction in the prevalence of cultural stereotypes related to males, and the development of spaces where bullying and other violence can be prevented.

This article constitutes a narrative of the life events of Antonio, a man belonging to the Roma community. His life story combines passages of exclusion, in which Antonio was the target of cultural bias that even led him to be imprisoned, with transformative experiences that were greatly influenced by his participation in a Dialogic Literary Gathering. Through the shared reading of Federico García Lorca’s Gypsy Ballads, he strengthened his identity as a man who is deeply proud of belonging to the Roma community and became an agent of social transformation. The interactions and meaning created in the Dialogic Literary Gathering allowed him to rewrite his story, tearing down the walls of prejudice that Lorca masterfully denounced in his works.

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