Abstract
The aim of this article is to examine the impact of decolonizing education on the formation of educational and life aspirations among the Roma, taking into account the specifics of Roma activism. In the context of Bourdieu’s social capital theory and Deci and Ryan’s self-determination theory, I analyze how a decolonial approach to education, based on respect for cultural and linguistic diversity, can support the development of aspirations in marginalized groups. The article demonstrates that transforming education in the spirit of decolonization requires not only changes in curricula and teaching methods but also a critical revision of dominant educational narratives and practices to better reflect social complexity and diversity. The focus is on the situation of the Roma in Poland, who face challenges stemming from marginalization and discrimination within the educational system. The analysis of Roma activism shows how collective actions can strengthen individual aspirations, and how individual pursuits can contribute to the realization of group goals. The Roma movement, through building social capital and promoting inclusivity, plays a key role in changing the narrative about Roma and striving for educational equality. The article emphasizes that achieving educational and life aspirations among the Roma requires a comprehensive approach that addresses both structural barriers and limitations of social capital, as well as the need to support the fulfillment of basic psychological needs: autonomy, competence, and belonging. Decolonizing education by incorporating Roma perspectives, values, and experiences is a crucial step towards a more just and inclusive educational system.
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